tag:blogger.com,1999:blog-74078917204091274522024-02-18T18:30:31.133-08:00CRUZin' Through WBTCRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.comBlogger28125tag:blogger.com,1999:blog-7407891720409127452.post-63427219025691757012013-09-09T20:06:00.003-07:002013-09-09T20:06:43.585-07:00DAY ONE: SAILING INTO SIXTH
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<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">Y</span><span style="font-size: large;">es, I admit I am a terrible excuse for a blogger, but just from today’s
experiences I could probably write about 10 posts... so please excuse the long
length!<span> </span>Today was SO exciting.<span> </span>I have to say it took some mental adjusting
to teach 6<sup>th</sup> grade, although I was excited to teach many of my old
students.<span> </span>I have taught about 75% of the
students in a prior grade, but only a third of the 6<sup>th</sup> graders have
had me while using WBT.<span> </span>This year is
very different for me because it is my first year not being self-
contained!<span> </span>I teach Science and Geography
to a little over 90 students within 3 classes that are grouped as Below Level, Basic,
and Advanced.<span> </span>Everyone may have their
own opinion on homogenous grouping, but I must say that within each group there
are still many different levels, and I get to teach one lesson in three different
ways that work most directly to each student’s level!<span> </span></span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoNormal">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoNormal">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">Today I didn’t even teach any subject matter, I was simply
guided by my WBT First Day Agenda.<span> </span>Even
though I used the same Agenda posted on the board with each class, it was
carried out very differently with each group.<span>
</span>In every class there were at least 5-10 people who were my students last
year, so I was able to move along a lot more smoothly because there was pressure
to get up to their levels.<span> </span>Here was my
“Playlist” for the day, and how I taught each technique in my classes.</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoNormal">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoNormal">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">PLAYLIST:</span></span></span></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>1.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Class-Yes </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">Students were taught to fold their hands as
soon as they had the<span> </span>“YES” response down
packed.<span> </span>I attempted many different
variations with difference voices and sound levels.<span> </span>I didn’t introduce this with the Scoreboard,
but encouraged with "That was pretty good!” or “We can get more crisp than that
6<sup>th</sup> grade!”</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>2.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Complete Sentence</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">I began asking random students what they did
this summer, after explaining that ALL things must be stated in a complete
sentence.<span> </span>I tried to trick some of them
by changing the questions slightly, so they really tried their best to focus
and answer in a complete sentence each time!</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>3.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Rule #1:FOLLOW DIRECTIONS IMMEDIATELY and 3-Peat
</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">I taught Rule #1 with a “Repeat after me:”
since Mirrors weren’t introduced yet. . We practiced, “Get in Line”, “Get in
your seats”, “Backs straight up” and “Papers In”.<span> </span>I created a “PR” section on the board with
each class listed.<span> </span>Each class I had got
faster simply because they knew the time to beat and they were SUPER
competitive! My last class got in line in 14 seconds, the second class was
right in the middle, and the first class got in line in 17 seconds.</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>4.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Scoreboard </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"> I remember when I first started WBT I was
always so conscious of keeping the points within 3.<span> </span>With the art of ping ponging in my pocket, today
I was always within 3 with every class, without being mindful of it!<span> </span>I averaged 8-10 on each side with each class
that as about 75 minutes long.<span> </span>I created
a “Bragging Box” on the board to display who had beat, tied or lost against the
teacher!<span> </span>They were told the only reward
was bragging rights but were teased with possible future rewards, but only if
they got really good!<span> </span>Having my classes
compete against each other seems to be totally working!</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span> </span>Students from other classes who had seen last
year’s videos wanted to say, “SWAG!” or “BALLIN!” when they got a point but I
told them they have to build up their WBT swag first <span>J</span> We stuck with the usual, “OH
YEAH!” with the clap but we did keep “OH NO!” with the Home Alone slap on the
face for a teacher point!</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>5.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Mirrors </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">“When I say ‘mirrors’, you say ‘mirrors’
and put your hands out in front of you and follow all of my movements exactly
as if you were a mirror!”<span> </span>To be fun I
did some of my signature (bad) dance moves to warm them up each time! I was
really animated and had them repeat some pretty silly things to get them
laughing.</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>6.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Mirrors with 5 Rules CALL OUT </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">Next, I had them mirror me and repeat each
rule. I said, “Mirrors away” after adding in one more rule at a time and then
had students stop and practice breaking the rule. I then taught students how to
“Call each other out” when students were breaking rules.<span> </span>I’d have a student get out of their seat
without asking and then I’d say, “Rule number 3!” and everyone would respond, “
Raise your hand for permission to leave your seat!” and the student would go
back and raise his/her hand. I called on my most disruptive and/or popular
students to demonstrate for this!<span> </span>I
always find that the best way to get everyone to Buy-In.<span> </span>Remember, our most difficult students just
want attention in the first place!</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>7.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Teach- Okay</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">I asked students if they thought they all
knew their rules and then told them it was time for them to become the teacher
and teach each other the rules.<span> </span>At this
point I had energy levels so high from using the Scoreboard and rule practice,
they were ready to try and outdo me!<span> </span>We
first practiced the routine <b>Clap Clap</b> “Teach!” while they responded with
2 claps and an “Okay!” Next I told them to face their neighbor and then face
me.<span> </span>I did this a few times, quickly
stating, “FACE YOUR NEIGHBOR! FACE ME! FACE YOUR NEIGHBOR! FACE ME!”<span> </span>They found this to be pretty amusing but they
started laughing hysterically when I showed them they looked like they had
chicken necks when they didn’t fully turn their bodies when facing their
neighbor.<span> </span>I then had them face their
neighbor lightening fast with a full turn and their hands ready in the air to
gesture.<span> </span>Once this was super crisp, I
had them teach each rule to each other without stopping until I called them
back.<span> </span>During this time I could have
FAINTED!<span> </span>The energy was so ridiculously
high, I didn’t even have to tell them to use big gestures!<span> </span>In one class I told them they had to “Give a
Smilie in order to get a Smilie.”<span> </span>This
encouraged them to look like they were having even more oodles of fun in order
to get a point.<span> </span>Remember, FUN is the key
to student learning!<span> </span>(I did not do
Teach-Okay with my lowest group because I made sure to keep a slower pace and
use repitition a lot more than my other groups.<span>
</span>I will teach it tomorrow.</span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>8.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Hands and Eyes </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">I told them that when I have a REALLY
important point, I use Hands and Eyes to wake them up out of La La Land.<span> </span>I teased them saying that when something is
super important I might just have to take my hat or sunglasses off! </span></span></span></div>
<div class="MsoListParagraphCxSpMiddle">
<br /></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"><span><span>9.<span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span>Oral Writing with Names</span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;"> With my lowest group, I started with a very
simple sentence frame using oral punctuation, “My name is ________.”<span> </span>I modeled it using the gesture for a capital
letter and a period. I had a handful of students who could not speak English or
understand a word of what I was saying in the beginning of class, and by the
end of class were able to proudly say, (while using oral punctuation!) “My name
is ____.”<span> </span>I was so excited by their
enthusiasm used while capitalizing the first word of the sentence and their
name and also the “EERRRRT” for the period!<span>
</span>I had EVERY single student stand up and say this to introduce their
names, so my ELL speakers were very focused to make sure they knew what they
had to say!<span> </span>The entire class of 30 is
almost entirely made up of students with IEPS or ELLs, so this was quite an accomplishment.<span> </span>I have to be honest and say I thought this
class would be my largest challenge, but I only had to redirect a few of them! The
ones who usually have a reputation for not staying focused seemed so overjoyed
that they were actually encouraged to move around and actually speak during class!<span> </span>I honestly saw the benefit of homogenous
grouping when I noticed that the usually shy students were visibly more
confident in front of students they often had seen in their Resource or ELL
classes.
</span></span></span></div>
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</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">In my Advanced class, I had everyone stand
up and give a Triple Whammy sentence about themselves!<span> </span>“My name is ________ and I enjoy __________,
____________, and _____________.<span> </span>I
explained Clinkers, and even had them provide a few of their own after I
modeled some.<span> </span>I have some real
characters in this class so they had everyone keeling over with their sentences
about liking fuzzy penguins, and singing in the shower. Again, I had no
resistance with standing up and stating their Whammy to the class because they
felt the pressure from peers they have probably always felt in competition
with.</span></span></span></div>
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</span></span></span><div class="MsoListParagraphCxSpMiddle">
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">At the very end of the day I had my middle
group.<span> </span>Ah, and I thought I’d end my day
rebel- free.<span> </span>This class had the most
trouble makers- mostly boys! Buying them in was actually easy after using them
to practice breaking rules.<span> </span>Once I
showed them my Bragging Box on the board, the most notoriousely difficult
student raised his hand and said, “Ms. Cruz, excuse me<span> </span>I need to speak to this class, cuz I am their
leader.<span> </span>I am competitive so we need to
be the best class!”<span> </span>Then he simply sat
down and folded his hands. <b>Gasp.</b> Only one student in the class refused
to participate at all.<span> </span>What did I do,
you ask?<span> </span>I ignored the student.<span> </span>I have something new in my back pocket that I
will use on that special someone starting tomorrow.<span> </span>I needed to give my time and energy to the
students who WERE participating and not focus on the ONE who wouldn’t.<span> </span>I KNOW this is hard, especially when you
throw in eye rolling which is my ULTIMATE trigger, but I am not concerned in
the least bit! Did you happen to notice the increase in my shouting words?! <span>J</span> If you’d like to hear
more about it STAY TUNED !!!</span></span></span></div>
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<br /></div>
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<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">********************** </span></span></span></div>
<span style="font-family: inherit;"><span style="color: #990000;"><span style="font-size: large;">
Overall it was an amazing day filled with
moments of Teacher Heaven.<span> </span>Many might
think I did too much on the first day, or not enough, but my students really
responded to it in a positive way.<span>
</span>Tomorrow I will actually jump into teaching World Cultures/Geography
with some WBT Pizzazz!<span> </span>I can’t wait <span>!</span></span></span></span>
CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com2tag:blogger.com,1999:blog-7407891720409127452.post-38791053735514569982013-07-01T11:02:00.002-07:002013-07-01T11:02:53.416-07:00Do you want a WBT Conference in YOUR area?<span style="color: #990000; font-family: inherit; font-size: large;"><span style="background-color: white; line-height: 15.984375px;">I am now the conference director for the Southeast! If you live in New Jersey, Pennsylvania, West Virginia, Virginia, North Carolina, South Carolina, or Tennessee and want a WBT half day Conference on a Saturday in your area, READ ON!</span><br style="background-color: white; line-height: 15.984375px;" /><br style="background-color: white; line-height: 15.984375px;" /><span style="background-color: white; line-height: 15.984375px;">I am looking for schools to host conferences this school year that we can also promote on this website! If you believe you can organize a group of at least 50 teachers to attend a Saturday conference, and your principal is willing to attend the conference for the entire duration, the only cost would be traveling expenses for me to get there.</span><br style="background-color: white; line-height: 15.984375px;" /><br style="background-color: white; line-height: 15.984375px;" /><span style="background-color: white; line-height: 15.984375px;">Imagine if your entire school or district was trained to use Whole Brain Teaching! YOU can make it happen and change the face of education in your area. We are working actively across the country to improve the quality of education for ALL of our students! If you are interested in organizing a conference, please comment below with your contact information and I will send you the detailed information as soon as possible! LET'S GET THIS WBT PARTY STARTED!</span></span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com4tag:blogger.com,1999:blog-7407891720409127452.post-21318736088673937142013-06-27T07:20:00.001-07:002013-07-01T12:34:37.246-07:00WBT Year One: Student Reflections<span style="color: #990000; font-family: inherit; font-size: large;">This year was phenomenal! I started the year using WBT in full force and I never looked back. Whole Brain Teaching has forever changed the way I teach and it really left an imprint on my students. I asked them their views on WBT and what they felt they improved on this year and here is the special video of their responses:</span><br />
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<span style="color: #990000; font-family: inherit; font-size: large;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/QdqOUZVTqM8?feature=player_embedded' frameborder='0'></iframe></span></div>
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<span style="color: #990000; font-family: inherit; font-size: large;">My next blog post will review my own Year One Reflection and my personal goals for next school year.</span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-12184926089125722642013-05-30T11:50:00.000-07:002013-06-27T07:34:49.163-07:00PDF In Review: WBT Contrasting <span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The handy dandy PDFs Coach B. created to teach our classrooms while we sip on a foamy latte, are PERFECT for end of year lesson fillers. To my surprise, it got the best response of any other PDF we have done thus far! When I say even the most loafing students were out of their chairs begging to share the examples they created with their partners, I mean it! EVERY single student was eagerly participating, yearning for the opportunity to detect what was DIFFERENT in each example. The pictures are what really made the lesson enticing for students.</span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">I particularly liked how the examples increased in difficulty, such as with Name That Box where students had to pick the contrast and use the Because Clapper to explain why they were right. Eventually both boxes had contrasts or sometimes none at all! Students enjoyed trying to dodge the trickery Coach B. had so carefully created. As usual, the already made QT test gave me an excellent indicator of students understanding of the material, before heading into critical thinking sentence frames. </span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The lesson culminated with this final writing assignment:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihyPVH_Lf2b3fnA9gILfRcj717loueNUtUpZiM07ItTlQyIHRKyFZV56EuPMzHWy3yrKaI-bm6fdaK8bABj1HzawCPsXYbmu4G-mXiwX5ShSuwqma1KZawwzuL6v0OqavefSwr7IUP-NY/s1600/CONTRAST.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><img border="0" height="234" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihyPVH_Lf2b3fnA9gILfRcj717loueNUtUpZiM07ItTlQyIHRKyFZV56EuPMzHWy3yrKaI-bm6fdaK8bABj1HzawCPsXYbmu4G-mXiwX5ShSuwqma1KZawwzuL6v0OqavefSwr7IUP-NY/s320/CONTRAST.png" width="320" /></span></a></div>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">We are on the second book, Reptile Room, of the Unfortunate Events series that my students LOVE! I read a chapter aloud a day and give them very detailed writing prompts to answer. This assignment fit in perfectly with the multitude of multi dimensional characters that we have come across. I gave them 15 minutes to write this 5 paragraph essay...What would have taken an hour or more to complete in the beginning of the year, now was completed in 15 minutes!!! Ahh, I love Whole Brain Teaching. You can view a few students sharing their essays with the class right here:</span><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.youtube.com/embed/QLmjR0ZTuTQ?feature=player_embedded' frameborder='0'></iframe></div>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-27043878508410757562013-05-28T09:15:00.000-07:002013-06-27T07:35:41.669-07:00Memorial Day Micro Essays<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">We all know the feeling...We come in after a long holiday weekend and our students eyes are glazed over, some are lying with their heads down, and we are left wondering, "How am I supposed to wake up this class?" Enter Whole Brain Teaching and the beauty of Oral Writing. The only way I was going to get them to use their verbal skills today was by getting them to share about something they were interested in- what they did over the weekend!</span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">I wrote this essay guideline on the board:</span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><b><br /></b>
<b>Memorial Day Micro Essay</b></span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">1. Topic Sentence : </span></b><br />
<b><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;"> Three things I did during Memorial Weekend were</span><span class="Apple-style-span" style="color: red;"> __________</span>, <span class="Apple-style-span" style="color: lime;">_________</span><span class="Apple-style-span" style="color: #b45f06;"> </span><span class="Apple-style-span" style="color: #990000; font-size: large;">and</span> <span class="Apple-style-span" style="color: #674ea7;">________</span>.</span></b><br />
<b><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;">2. </span> <span class="Apple-style-span" style="color: red;">1st example with a simile</span></span></b><br />
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">3. Adder</span></b><br />
<b><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;">4. </span> <span class="Apple-style-span" style="color: lime;">2nd example with a simile</span></span></b><br />
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">5. Adder</span></b><br />
<b><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;">6.</span> <span class="Apple-style-span" style="color: #674ea7;">3rd example with a simile</span></span></b><br />
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">7. Adder</span></b><br />
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">8. Concluder</span></b><br />
<span class="Apple-style-span" style="font-family: inherit;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Personal essays are a wonderful way to have students willingly participate and remain engaged while doing something educationally beneficial!</span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Here is a video of my students producing micro essays first thing this morning :)</span><br />
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<span class="Apple-style-span" style="font-family: inherit;"><object class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://img.youtube.com/vi/SW_FysZ8qzg/0.jpg" height="266" width="320"><param name="movie" value="http://youtube.googleapis.com/v/SW_FysZ8qzg&source=uds" /><param name="bgcolor" value="#FFFFFF" /><param name="allowFullScreen" value="true" /><embed width="320" height="266" src="http://youtube.googleapis.com/v/SW_FysZ8qzg&source=uds" type="application/x-shockwave-flash" allowfullscreen="true"></embed></object></span></div>
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-67907031951443604302013-05-10T12:05:00.000-07:002013-06-27T07:37:21.430-07:00Oral Writing: Speaking Essays<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Once your students are fluently speaking in paragraphs, they can begin to speak ESSAYS! This is where the wonderful Triple Whammy Sentence comes into play, previously known as the Triple Gold Sentence. You can read more about this, and the very important CLINKERS, <a href="http://cruzinthroughwbt.blogspot.com/2012/11/turning-tragedy-into-triumph-triple.html" target="_blank">HERE</a> in one of my old blog posts. </span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The Triple Whammy is a topic sentence frame that can fit any subject or material you are currently working on, and its purpose is to guide the format of the entire essay. Start with practicing micro-essays orally with your students, and then it will be an easier transition into a 5 paragraph essay. For those that think, "My students can't even WRITE an essay properly, there's no way I can get them to SPEAK them!" let me share with you the reality that our students don't write well because we do not give them enough PRACTICE! We all know that our students speak how they write, so if we teach them to speak essays, and give them daily opportunities to practice them through Oral Writing, our students <i>actual</i> writing will substantially improve!</span><br />
<span class="Apple-style-span" style="color: #990000;"><span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="font-family: inherit; font-size: large;"><b>Micro- Essay Format: </b></span></span><br />
<ul>
<li><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000;">Triple Whammy Topic Sentence</span> <span class="Apple-style-span" style="color: red;">________</span>, <span class="Apple-style-span" style="color: lime;">________</span> <span class="Apple-style-span" style="color: #990000;">and</span><span class="Apple-style-span" style="color: orange;"> ________</span><span class="Apple-style-span" style="color: #3d85c6;">.</span></span></li>
<li><span class="Apple-style-span" style="color: red;"><span class="Apple-style-span" style="font-family: inherit;">Two Adders about first part</span></span></li>
<li><span class="Apple-style-span" style="color: lime;"><span class="Apple-style-span" style="font-family: inherit;">Two Adders about second part</span></span></li>
<li><span class="Apple-style-span" style="color: orange;"><span class="Apple-style-span" style="font-family: inherit;">Two adders about third part</span></span></li>
<li><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Concluder</span></li>
</ul>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><b>5 Paragraph Essay Format: </b></span><br />
<ul>
<li><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000;">Introduction with Triple Whammy Topic Sentence</span> <span class="Apple-style-span" style="color: red;">________</span>, <span class="Apple-style-span" style="color: lime;">________</span> <span class="Apple-style-span" style="color: #990000;">and </span><span class="Apple-style-span" style="color: orange;">________</span><span class="Apple-style-span" style="color: #3d85c6;">.</span></span></li>
<li><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: red;">Paragraph about first par</span><span class="Apple-style-span" style="color: red;">t</span></span></li>
<li><span class="Apple-style-span" style="color: red;"><div style="color: black; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<span class="Apple-style-span" style="color: lime; font-family: inherit;">Paragraph about second part </span></div>
</span></li>
<li><span class="Apple-style-span" style="color: orange;"><span class="Apple-style-span" style="font-family: inherit;">Paragraph about third part</span></span></li>
<li><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Conclusion</span></li>
</ul>
<span class="Apple-style-span" style="font-size: x-small;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: x-small;"><b>*Remember that a paragraph should have at least 3 sentences!</b></span><br />
<span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The color coding helps students organize their essay even more. I use the Triple Whammy with a baseball theme, the Phillies of course, to help students keep track of where they are in their essay as they speak it. I put matching color coded bases (square papers glued unto magnets) on the board in the shape of a diamond under the Triple Whammy Sentence. I found a picture of our team's mascot, the Phillies Phanatic, and glued him to a magnet as well. As students speak their paragraphs, a chosen student leader moves the Phanatic to the base that corresponds to the part a particular student is on in their essay. This baseball theme is where the whole "Let's Go ____! Let's Go!" originated. Every Friday we have a Phillies Phanatic Triple Whammy Review segment where we review material from the week, using different topic sentence frames.</span><br />
<span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span>
<b></b><br />
<div style="display: inline !important; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><b><span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span></b></b></div>
<b><b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">For many students, talking about personal subject matter will make it easier to string adders together to create essays. Here are some personal essay Triple Whammy starters:</span></b></b><br />
<b></b><br />
<span class="Apple-style-span" style="color: #990000;"><br /></span>
<span class="Apple-style-span" style="color: #990000;"><b><span class="Apple-style-span" style="font-family: inherit;"></span></b><br /></span>
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<div style="font-size: x-large; font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Recess is _____ because _____, ______, ______.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">My favorite sport is ________ because ________, _______, and ______.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Our class is the best because ________, _______ and ________.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">I love my family because ________, ________, ________.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Three qualities that describe me are ________, ________, ______.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;"><br /></span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Three things I am good at are _______, _______, _______.</span></b></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<span class="Apple-style-span" style="color: #990000;"><br /></span></div>
<div style="font-weight: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px;">
<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">My favorite subject in school is _______ because _______, ______ and ______.</span></b></div>
<span class="Apple-style-span" style="color: #990000;"><br /></span>
<span class="Apple-style-span" style="color: #990000;"><b><span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span></b>
<b><span class="Apple-style-span" style="font-family: inherit; font-size: large;"></span></b>
<b><span class="Apple-style-span" style="font-family: inherit; font-size: large;">Here are some other open ended sample topic sentence frames, or essay frames that you start with for school subject matter. Notice the magic rule of three:</span></b></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">The three most important points in Chapter ____ were _____, _______, and ______.</span></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Three things I can interpret from the diagram are _______, ________, ________.</span></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Three things I learned today are ________, _______ and ________.</span></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Three things that cause _______ are ______, _______ and _______.</span></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">Three details from the poem that show ________ are ________, ________, and _____.</span></span><br />
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<span class="Apple-style-span" style="font-family: inherit;">The author thinks _______because ______, ______, and ______.</span></span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">I like to use Triple Whammies for review orally, but now I also use them heavily for typical writing assignments. We do a written 5 paragraph essay at least once a week. After reading a chapter a day, this week I finished reading aloud <u>The Bad Beginning</u>, the first book in A Series of Unfortunate Events. For their writing assignment, I wrote this Triple Whammy sentence on the board:</span></div>
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<b><span class="Apple-style-span" style="font-family: inherit;"> <span class="Apple-style-span" style="color: #990000;"><u>The Bad Beginning</u>, written by Lemony Snicket, was</span> <span class="Apple-style-span" style="color: #990000;">_____________</span> <span class="Apple-style-span" style="color: #990000;">because</span> <span class="Apple-style-span" style="color: red;">________</span>, <span class="Apple-style-span" style="color: lime;">________</span> <span class="Apple-style-span" style="color: #990000;">and </span><span class="Apple-style-span" style="color: orange;">________</span>.</span></b></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The students took out their slates and began to write similes or metaphors to use in their Triple Whammy Essays. Once I approved theirs, they went on to complete their Triple Whammy sentences, being sure to have a partner check that they didn't have any CLINKERS. This is ALL we did on the first day. Since the Triple Whammy guides the entire essay, I give them the time to make sure they are properly constructed.</span></div>
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<b><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Here is a sample Triple Whammy written by a Mid-level student:</span></b></div>
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<i><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000;"><u>The Bad Beginning</u>, written by Lemony Snicket, was as dreadful as a nightmare because the </span><span class="Apple-style-span" style="color: red;">Baudelaire's parents died</span>, <span class="Apple-style-span" style="color: lime;">the children had to live with an evil man</span>, <span class="Apple-style-span" style="color: #990000;">and</span> <span class="Apple-style-span" style="color: orange;">Sunny was trapped in a high tower</span>.</span></i></div>
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<i><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">***</span></i></div>
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<i><span class="Apple-style-span" style="font-style: normal;"><span class="Apple-style-span" style="font-family: inherit; font-size: large;"><br /></span></span></i></div>
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<i><span class="Apple-style-span" style="font-style: normal;"><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">These are just some ideas to get you started, but you will find that it will be very easy to create Triple Whammy sentences that relate to the material you are working on in class. Remember that the key is to PRACTICE! Oral Writing should be integrated into EVERY part of your day. If you have any open ended Triple Whammy sentence frames you would like to share, please leave them in a comment! The next post in this series will discuss citing evidence and using quotes in paragraphs.</span></span></i></div>
<span class="Apple-style-span" style="font-family: inherit; font-size: large;"> </span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1tag:blogger.com,1999:blog-7407891720409127452.post-46999896534771979272013-05-02T11:45:00.001-07:002013-06-27T07:39:04.072-07:00Encouraging Classroom Confidence<div style="color: #990000; font-family: inherit;">
<span style="font-size: large;">I am not getting sidetracked from the Oral Writing Series, in fact I am addressing an issue that goes hand in hand with implementing Oral Writing in the classroom. Whole Brain Teaching forces students to be vocal and animated, which for many shy students is intimidating. Students do not like to participate because they do not like to fail. If you create a supportive classroom environment where students aren't able to fail, then students will automatically gain more confidence.</span></div>
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<span style="font-size: large;"><b>"YOU'RE STILL COOL!"</b></span></div>
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<span style="font-size: large;">Imagine a classroom where making a mistake means you hear a positive affirmation about yourself. In a WBT classroom this is a regular occurrence. Anytime I need to correct a student, I first give the gesture (like an "it's okay, no problem" wave) and the students exclaim enthusiastically, "You're still cool!" After hearing that, many times students realize the mistake and self correct on their own, but it really prevents the students from feeling bad about themselves. Many of my students tend to forget they have this helpful rule, so while reading the Whole Brain Teaching for Challenging Kids manual, I took note of the reminder to cue the class for the student by saying "Help him/her!"" I remember when I used to be in school and someone gave the wrong answer, you would hear snickers, smirks or "I can't believe she didn't know that"! A WBT classroom is a place where it is okay to make mistakes or be given direction. Heck, even I hear "Your still cool," several times a day, and it makes me feel SO cool :)</span></div>
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<span style="font-size: large;"><b><br /></b></span></div>
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<span style="font-size: large;"><b>"HELP ME!"</b></span></div>
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<span style="font-size: large;">Just like you get stuck sometimes while writing, it is natural for students to also find themselves stuck when giving oral answers! A student might raise their hand and completely lose their train of thought, or you may call on a student and they are completely lost! Instead of sitting there awkwardly in front of the class, teach them to simply say "Help me!" and throw their arms up. That is the cue for the class to start throwing out suggestions aloud to answer the question. The student will then find themselves with a multitude of hints to help them get "unstuck" and answer the question. In general, students will have more confidence participating and answering questions because they know they've got the support of their peers.</span></div>
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<span style="font-size: large;"><b>"AIIEE! YOU FELL OFF TOPIC!"</b></span></div>
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<span style="font-size: large;"> Some students get nervous when called upon, and ramble on and on about things unrelated to the question. Other students like the spotlight and simply enjoy hearing themselves speak! Regardless, students need to learn to stay ON topic and answer questions confidently while keeping their answers focused. All sentences in a paragraph must relate to the topic, and so the same rules apply with Oral Writing. When students are answering a question, walk your fingers down your arm for each adder that stays on topic. As soon as a sentence seems to veer off into left field, exclaim "AIIEE" and have your fingers bungee jump off your arm and return. Students will repeat the gesture and say "Oh no! You fell off topic!" This is also great practice for students to decipher as a listener when a sentence is not directly related to the sentence before it. If you train your students to fine tune their ears to spot out when something in incorrect, it will be easier for them to prevent those same mistakes! Part of being confident, is believing that you know what you are talking about, and having additional practice in this area will only help with student confidence!</span></div>
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<span style="font-size: large;"><b>"LET'S GO ____! LET'S GO!</b></span></div>
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<span style="font-size: large;"> This idea isn't a WBT thing, but it was something my class came up with for our Phillies Fridays and it became a staple due to popular demand. When students stand, it is now suggested that we use "All eyes on ____ " to get all students to focus their attention on one particular person. Students then respond with "All eyes on _____". However, immediately after we now go into the sports chant, "Let's go _____. Let's Go! Let's go _____. Let's Go!" It instantly amps students up, and gives them that extra boost of belief in themselves to answer the question. </span></div>
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<span style="font-size: large;">Many times shy students feel safer in a partner setting such as in "Teach- Okay". When rotating around to listen in on student answers and gauge their understanding, zero in on those "shy" students who try and be invisible when it comes time to share out to the class. Whisper to that student that you may have them share their great answer to the class, so that they begin to prepare themselves. Once they hear their classmates cheering them on, you see their enthusiasm and confidence instantly appear! Wouldn't you have wanted your own cheer squad back when you were in school?</span></div>
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<span style="font-size: large;"> ***</span></div>
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<span style="font-size: large;">These techniques can help students participate more and help them become more sure of themselves and their answers. Make your room failure free, encourage peer support, and give as many opportunities for your students to hear positive affirmations about themselves. This will give ALL your students the ability to soar. </span></div>
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<span style="font-size: large;">What techniques do you use to encourage classroom confidence? Please share!</span></div>
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<br />CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-85282957594261932912013-04-29T12:50:00.003-07:002013-06-27T07:42:03.123-07:00Oral Writing Part 2: Speaking in Paragraphs<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Once your students can answer questions in complete sentences AND add a detail sentence (Adder), your students are ready for the next challenge: Speaking in paragraphs! Begin by having students consistently give at least 2-3 Adders to help support their answer or provide more information about their answer. Going back to my example with Maria, the next progression into Oral Writing should follow this pattern:</span><br />
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<u><b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">QUESTIONS --> ANSWER --> ADDERS</span></b></u></h4>
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<span class="Apple-style-span" style="color: #990000; font-size: large; font-weight: normal; line-height: 21px;"><br /></span></h4>
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<span class="Apple-style-span" style="color: blue; font-size: large; font-weight: normal; line-height: 21px;">QUESTION</span></h4>
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<span class="Apple-style-span" style="color: #990000; font-size: large; font-weight: normal; line-height: 21px;">"Who is the main character of the story?"</span></h4>
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<span class="Apple-style-span" style="color: blue; font-size: large; font-weight: normal; line-height: 21px;">ANSWER</span></h4>
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<span class="Apple-style-span" style="color: #990000; font-size: large; line-height: 21px;"> "The main character of the story is Maria."</span></div>
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<span class="Apple-style-span" style="font-family: inherit; font-size: large;"><span class="Apple-style-span" style="color: blue; line-height: 21px;">ADDER</span><span class="Apple-style-span" style="color: #990000; line-height: 21px;"> </span></span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large; line-height: 21px;">"Maria is a very compassionate person."</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large; line-height: 21px;"><br /></span>
<span class="Apple-style-span" style="color: blue; font-family: inherit; font-size: large; line-height: 21px;">ADDER </span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><span class="Apple-style-span" style="line-height: 21px;"><br /></span></span>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><span class="Apple-style-span" style="line-height: 21px;">"She is compassionate </span><span class="Apple-style-span" style="line-height: 21px;"><b>because</b></span><span class="Apple-style-span" style="line-height: 21px;"> she likes to help the other characters in the story."</span></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span>
<span class="Apple-style-span" style="color: blue; font-family: inherit; font-size: large;">ADDER</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">"<b>For example</b>, when Nathan is lost and can't find his way, Maria uses a map to get him there."</span></div>
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<span class="Apple-style-span" style="color: blue; font-family: inherit; font-size: large;">CONCLUDER</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">"In conclusion, the main character is Maria, who is very kind."</span></div>
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<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">In Math and Science, students constantly need to explain their reasoning for an answer, so Oral Writing fits right into EVERY subject! </span></b></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Problem: 36 inches = ____ feet</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Thirty- six inches equals how many feet?</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Thirty- six inches equals three feet.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">I know this because when I go from a smaller unit to a larger unit, I divide.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">For example, there are twelve inches in one foot, so I divided thirty- six by twelve.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The number twelve goes into the number thirty- six three times.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">To sum up, 36 inches = 3 feet.</span></div>
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<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">This model can be differentiated and used at ANY level. As Coach B. states from experience, "Even kindergarteners can speak in paragraphs!"</span></b></div>
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<div style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: left;">
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Who is your favorite character in the story?</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">My favorite character was Maria.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">She was my favorite because she was really nice to everyone.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Maria was nice because she liked to help people.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">For example, she helped Nathan when he was lost.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">In conclusion, Maria was my favorite character.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-size: large;">5+5=__</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">What does five plus five equal?</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Five plus five equals ten.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">The answer is ten because if you have five things and add five more things, you get ten when you count them all together.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">For example, I have 5 fingers up and if I put five more fingers up, I will count 10 fingers altogether.</span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">In conclusion, 5+5= 10.</span></div>
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<u><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><b>Important Adders:</b></span></u></div>
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<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><span class="Apple-style-span" style="font-weight: normal;"><b>Because</b></span><span class="Apple-style-span" style="font-weight: normal;">: The gesture for 'because' is clapping your hands once as the student says the word. We should use because to make our beliefs stronger! This word is so important because it alerts others that evidence is about to be given to support their answer. In this transfer to Common Core, we all know how important evidence is! The WBT definition for evidence is "information you use to prove what you are saying is right." You should practice WEAK evidence and STRONG evidence often. The BEST way to introduce these concepts to your class is to go to WholeBrainTeaching.com and use the FREE PDF's where Coach B. teaches your class everything they need to know about using because and giving good evidence (and even counter evidence!) while using oral writing. Sign in, click on Free E-books and then download "How We Should Use Because" and "What is Evidence", to get started!</span></span></b><br />
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<b>Example Popper</b>: The gesture is to act like you are pulling an idea from the top of your head. This adder should always be followed by a comma (For example,...). It is necessary for students to give specific examples to further explain their point. Many test prep questions ask for students to be able to give examples using the reading, so it should be part of our daily teaching practice to require it from students. It also forces them to dig a little deeper. If you want a student to provide a specific example to support their answer, simply do the gesture for an example popper and they should again RESPOND IN A COMPLETE SENTENCE. We must always have students critically think when forming and justifying their answers.</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><b>Concluder: </b>The gesture to get a student to give their concluding sentence is the "safe" signal in baseball. This is where the student paraphrases everything they have stated in their answer, in one closing sentence. Teach students to use "In conclusion," or "To sum up,"in the beginning of their concluder.</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">There you have it! It may seem like an impossible task to get your students to speak in paragraphs, but PRACTICE and it will eventually become the standard in your classroom. If students get stuck or feel shy at first using Oral Writing, the next blog post will address creating confidence in our students the WBT way! There are also a number of additional Adders (Conjunction Adders, Adjective Adders, Preposition Adders, etc.) that are introduced and explained in the book, so purchase it and read the BONUS chapter to learn some more ways to make your student's Oral Writing even spicier! Of course you will not always need your students to respond in complete paragraphs all the time;it will really depend on the question. The gestures are there for you to cue students to give you additional information, when you deem it necessary. The next post in the Oral Writing series will give you ideas of how to use different sentence frames to get answers that use critical thinking and require paragraph answers.</span><br />
<br />CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com6tag:blogger.com,1999:blog-7407891720409127452.post-62677252890468465012013-04-25T09:23:00.002-07:002013-06-27T07:42:42.838-07:00Oral Writing: VIDEO<div style="color: #990000; font-family: inherit;">
<span style="font-size: large;">This video is an example of how Oral Writing can be used in your classroom, once you have begun using it in your room on a regular basis. Students use Oral Writing and Air Punctuation to create a 5 paragraph essay about what makes our city, Philadelphia, an amazing city. Stay tuned to the Oral Writing Series to learn how to incorporate these techniques and more in your own classroom!</span></div>
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<br />CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-9912210473478098422013-04-24T19:55:00.000-07:002013-06-27T07:43:46.948-07:00Oral Writing Part 1: The Basics<span class="Apple-style-span" style="color: #990000; font-size: large;">Oral Writing has transformed the way my students write and speak. It is not designated to only parts of the day or instruction, it is an ongoing practice that can be used for any subject ALL day. If you want your students to speak in precise and organized paragraphs, begin this WBT technique in your classroom NOW! Even in two months time I promise you will see improvement!</span><br />
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<span style="color: #990000; font-size: large;">Oral writing begins with requiring ALL students at ALL times to speak in complete sentences. If you ask your students "Who is the main character of the story?", only accept answers that are in a complete sentence and use words from the question (many know this as TAG):</span><br />
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<span style="color: #990000; font-size: large;"> Question --> Answer</span><br />
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<span style="color: #990000; font-size: large;"> "Who is the main character of the story?"</span><br />
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<span style="color: #990000; font-size: large;"> "The main character of the story is Maria."</span><br />
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<span style="color: #990000; font-size: large;">If students do not answer in a complete sentence, do not become frustrated or scold them for not following directions, simply cuff your hand to your ear with a smile which will send them the instant message to answer in a complete sentence. When students begin answering in complete sentences as second nature, increase your expectations! Students love to give the bare minimum for their answers, but the beauty of the Adder will require them to add a detail sentence and dive a little deeper! In the book, Whole Brain Teaching for Challenging Kids, it says, "Adders are defined as any sentence that adds information to a previous sentence". When you want a detail sentence from a student, point your forefingers together and spin them in circles. The whole class will also make the Adder gesture and the student will be required to add more information to their answer. </span><br />
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<span style="color: #990000; font-size: large;"> Question--> Answer --> Adder</span><br />
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<span style="color: #990000; font-size: large;"> "Who is the main character of the story?"</span><br />
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<span style="color: #990000; font-size: large;"> "The main character of the story is Maria."</span><br />
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<span style="color: #990000; font-size: large;"> "Maria is a very compassionate person."</span><br />
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<b><span style="color: #990000; font-size: large;">Air Punctuation Basics</span></b><br />
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<li><span style="color: #990000; font-size: large;">To prevent students from rambling on and creating run-on sentences, the period gesture is the sound of hitting the brakes "eeerrt!" Students should also use this to routinely signify their periods. </span></li>
<li><span style="color: #990000; font-size: large;">An exclamation point is signified by raising an arm up in a fist and bringing it down with a "YES!" </span></li>
<li><span style="color: #990000; font-size: large;">A question mark is signified by shrugging your shoulders and saying "HUH?" </span></li>
<li><span style="color: #990000; font-size: large;">The gesture for a capital letter is placing one hand on the other and stretching the top hand upwards to signify a large letter.</span></li>
<li><span style="color: #990000; font-size: large;">Quotation marks are made by making air quotes with your index and middle finger with both hands (More on quotations later in this Oral Writing series!)</span></li>
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<span style="color: #990000; font-size: large;">I am going to be honest; having students answer EVERYTHING in complete sentences took some getting used to! In Math, when I asked a simple question as part of a larger problem and the students took the extra time to answer in complete sentences, I began to think it took up too much time to get through the problem! Then it hit me, <i>Don't we want students to constantly repeat material so it builds dendrites? If we are rushing through lessons, doesn't that say something in itself?</i> As teachers we must remember that the students NEED the extra time to process our lessons, and oral writing is yet another way for students to think through their answers. The goal is for our students to begin speaking in paragraphs, but when first introducing Oral Writing to your class, use the pattern above. Once students answer questions routinely, complete the diagram to include Adders. It may seem like this will be a daunting task for your class, but I guarantee if you are consistent and have FUN with Oral Writing, it will become automatic in a short amount of time! Be prepared to spend a great deal of time the first few days stopping to make EVERY student fix their answers so that it is in a complete sentence. Do NOT introduce adders until students have mastered the basic question -->answer pattern.</span><br />
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<span style="color: #990000; font-size: large;">Next in this series: Oral Writing: Speaking in Paragraphs</span><br />
<span style="color: #990000; font-size: large;">For more on Oral Writing, read Chapter 30 in Whole Brain Teaching for Challenging Kids (it sneaks in on page 201).</span><br />
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com4tag:blogger.com,1999:blog-7407891720409127452.post-20062030664091026152013-04-22T13:18:00.000-07:002013-06-27T07:45:00.209-07:00Our 7 Basic Blunders<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Let's face it; we as teachers are far from perfect. The problem isn't that we aren't all the ideal image of a teacher but it is that we make basic blunders which create a challenging dynamic in our classroom. Having challenging students is often our OWN fault and until we begin to focus on blasting these blunders, we will spend more time on behavior management than on actual teaching!</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"> The beauty of Whole Brain Teaching is that all the mistakes have been found for us and it is simply our job to self evaluate ourselves and transform our teaching through the researched methods- it all must begin with eliminating these 7 blunders:</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">1. <b>STOP YELLING</b></span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Let's be honest, we all know it doesn't truly work and all it does is exhaust us. Our students get yelled at a lot at home, does this make their behavior any better in school? No! Learn to control your emotions by controlling the tone of your voice. Take a few breaths first if you have to, because as soon as they can see that you are frustrated, they already have gotten the best of you.</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">2. <b>DON'T CALL STUDENTS OUT</b></span><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Students don't like to be "called out". If you do it in front of other students, they are almost always going to react in a way that challenges you. If you give them the spotlight, they will push every button they know how to in front of their audience. Every so often I make the mistake of doing this with a student, and all it does is create a situation where I become MORE frustrated by their behavior. I always prefer to make sure the class is on task and then pull the student out in the hallway to speak with them in a CALM voice (back to blunder #1). I always like to use the word "disappointed' to describe how I feel about their behavior and more often than not, they are apologetic. They never like to make this dear teacher unhappy!</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">3. BE CONSISTENT AND ORGANIZED</span></b><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Our kids know when we aren't fully prepared for a lesson. They also know when we make idle threats. Students CRAVE structure and giving it to them will create a constructive classroom! You must have consistent expectations and consequences for ALL students. In my classroom, students know that there are specific procedures to follow, and WBT has really taken their level of independence to another level because they know what they are required to do and how to do it! We have special Podcast WalkKits (from TheWalkingClassroom.org) and students self manage getting them and putting them away in specific number order. Have students continually practice the right and wrong ways to follow procedures, and you won't have to waste time with challenging behavior.</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">4. SQUASH THE NEGATIVITY</span></b><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">You all know those teachers who are miserable and can't stand their profession. Being around those people is a drag because you can't help but feel brought down by their constant complaints and negativity. Imagine being in that person's classroom! Students can pick up the slightest change in our facial expressions and tone. If I come to work exhausted or in a negative mood, my student's energy instantly matches my own. If we are not happy to be at work everyday, our students will not be happy to come either! When I feel the need to brighten the mood, I ping pong the Scoreboard to get the whole class on a contagious level of high energy first thing in the morning! I'm telling you it works!</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">5. OVER PREPARE</span></b><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">We are not in one of those professions where we can separate our job from home. Most of the time we wouldn't be able to survive without bringing our jobs home in the form of paperwork and grades! As teachers, we are our best selves when we prepare outside of class. I have two young daughters at home so I often stay late after work or come in early to get what I need to get done. When I don't set aside the time to prepare, I am frazzled and disorganized which only begs for challenging behavior from my students. We also need to reflect on what goes wrong in the classroom in order to revise and refine!</span><br />
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<b><span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">6. INVITE YOUR STUDENTS INTO YOUR WORLD</span></b><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">We cannot expect our students to be like we were in school. You WILL have students that are more challenging than others, but how you view them makes all of the difference. If you allow yourself to view them negatively, then their negative behaviors will shine through. Invite your students to enter your world by inviting them to a more positive view of their true potential.</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">7. "GROW OR DIE"</span></b><br />
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">If you are satisfied at where you are as a teacher, you are most likely STUCK. So many teachers are afraid to step into the world of Whole Brain Teaching because it means stepping outside of their comfort level. Once you begin to practice the strategies, you will confidently use them and strike out any challenging behavior that comes your way. If you are dealing with a challenging class, obviously what you are doing is NOT working and it is time to reinvent yourself. The hardest part is putting yourself out there, but once you do you will reap the rewards immediately! If you are not willing to grow, how can you expect your students to grow?</span><br />
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Chapter three was a wonderful reminder that WE are responsible for the challenging behaviors in our class. Until we are willing to realize that, the challenging behaviors will not change. Once you face these blunders directly, you will be ready to embark on the journey to Whole Brain Teaching the RIGHT way! My next blog will be on how we can chart our own growth and see how we are managing our student's challenging behavior!</span><br />
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com4tag:blogger.com,1999:blog-7407891720409127452.post-81193542417868532892013-04-15T19:07:00.002-07:002013-06-27T07:46:20.299-07:00I'm BAACCKK! UPDATES and ANNOUNCEMENTS!<span style="color: #990000;"> <span style="font-family: inherit; font-size: large;">I am one of those people that are constantly thinking, "Oh! I
can blog about this!" all throughout the day. Unfortunately when it
comes down to it, by the end of the day I never blog because I feel like
I have to create a long, formal, detailed presentation. The reality is that most teachers are Post-it using, on- the- go creatures. I
decided that in order to blog more often, I will have to allow myself to use my blog as a place where I also can simply post little tidbits of my day!</span></span><br />
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<span style="font-family: inherit; font-size: large;"><span style="color: #990000;"> In my new role as the 5th grade certification mentor, I have committed to blogging at least once a week. If you like the page, you will be able to help decide each week's topic! My blog is not limited to 5th grade advice,everything is relevant to all grades and can be fit to meet different grade levels. If you </span><i style="color: #990000;">are</i><span style="color: #990000;"> a 5th grade teacher and looking for help with certification and all things WBT, then introduce yourself on this page, </span><a href="https://www.facebook.com/pages/WBT-5th-Grade-Certification/585927641426063" target="_blank"><span style="color: black;">5th Grade Certification on Facebook</span></a><span style="color: #990000;">, and message your email so that I can add you to our mass email list.</span></span><br />
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<span style="font-family: inherit; font-size: large;"><span style="color: #990000;">In other VERY exciting news, Whole Brain Teaching for Challenging Kids was recently released on Amazon! I already received my copy and I want to blog about about certain chapters as I go along. I like having a hard copy reference I can quickly flip to. If you are on your journey to certification, you get a 25 CP bonus just for linking techniques to the material in the book! Here is the link to go get one yourself: </span><a href="http://goo.gl/NSLOQ." target="_blank"><span style="color: black;">Whole Brain Teaching for Challenging Students</span></a><span style="color: #4c1130;">.</span></span><br />
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<span style="font-family: inherit; font-size: large;">Lastly, Coach B. added three more PDF's on the Whole Brain Teaching website! They are available under "Free Ebooks" in the Common Core section: What is a Sentence? What is a Prediction? WBT Introduction. I've used all of the PDF's posted so far and my students love them! The topics are ones that have already been covered earlier in the year but they are GREAT for review at any time.. I am already thinking about how amazingly easy these PDF's will make my teaching next year! The favorite parts are the visual examples and the fully prepared QT tests :) </span></span><br />
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<span style="font-family: inherit; font-size: large;">I look forward to jump starting my blogging. Again, if you have any topic suggestions, please post them on the 5th Grade Certification link above. Wibb on!</span></span><br />
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1tag:blogger.com,1999:blog-7407891720409127452.post-86261279546134205132013-01-30T13:14:00.000-08:002013-06-27T07:48:29.669-07:00Class-Yes Reeeemix!<span class="Apple-style-span" style="color: #990000; font-family: inherit;"></span><br />
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It’s about that time of year…the time of year where the buildup of indoor recess, post holiday lethargy and the same old routine, causes both students and teachers to EXIT out mentally! In my classroom it was clearly time to shake it up, and so I began with a Class-Yes revamp!<br /><br /> </span><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Of all the WBT techniques, this ultimate attention getter is the one most often used in my classroom. The key to ensuring it has lasting effectiveness in your room is as simple as keeping it FUN! The word ‘fun’ may have different meanings for individual adults, but for a kid it’s pretty much the same!</span></span><br />
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<li><b><span class="Apple-style-span" style="color: #20124d; font-size: large;">Fun is NOT screaming CLASS-YES to get your students attention! </span></b></li>
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<span class="Apple-style-span" style="font-family: inherit; font-size: large;"><span class="Apple-style-span" style="color: #990000;"><br />In reading The Challenging Kids e-book, Mrs. Maestra says you don’t need to be loud or yell to get your student’s attention! The best advice is to PROJECT and have a firm voice. Yelling at your students WILL NOT gain their respect. This is a Classroom management MUST! If your sounding like a drill sergeant, don’t be surprised when students don’t give their attention immediately to you. Yelling only invites opportunities for challenging behavior! </span><br /><span class="Apple-style-span" style="color: #990000;"><br /></span></span></div>
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<li><b><span class="Apple-style-span" style="color: #20124d; font-size: large;">Fun is NOT saying “CLASS-YES” a thousand times a day without any variation! </span></b></li>
</ul>
<span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="font-family: inherit;"> <br /><span class="Apple-style-span" style="color: #990000;">If you tell a toddler “NO” a thousand times a day, guess what? They are going to TUNE YOU OUT! Believe me; I have 2 toddlers at home! Eventually hearing the same thing becomes BORING, the opposite of fun! My kids grew bored of “Classity-Class,” and “Class-a-doodle-doo,” a while ago. One day I went around the entire room and had them each make up their own version of Class-Yes! That day forever changed our ultimate attention getter! Some favorites became .. </span><br /><br /><b><span class="Apple-style-span" style="color: #990000;">CLASS ARE WE ROCKSTARS? YES WE ARE ROCKSTARS!<br />Class-ah BOOM BOOM! Yes-ah BOOM BOOM<br />CLASS ARE YOU READY? YES WE ARE READY!! <br />Ca Ca Ca CLaaaaass! Ya Ya Ya Yeeess! </span></b></span><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000;"><br /></span></span></span></div>
<div>
<span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;"><br /></span></span></div>
<div>
<span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000; font-size: large;">Also, make it a rule that students cannot repeat a particular version during a single session. This forces them to constantly be inventive! </span></span></div>
<div>
<span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="color: #990000;"> </span></span><span class="Apple-style-span" style="font-family: inherit;"> </span></span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><br /></span></div>
<div>
<ul>
<li><b><span class="Apple-style-span" style="color: #20124d; font-size: large;">Fun is NOT keeping everything focused on the teacher's interests!</span></b></li>
</ul>
<span class="Apple-style-span" style="font-family: inherit;"><span class="Apple-style-span" style="font-size: large;"></span></span><br />
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;">Even though we think of ourselves as so hip and interesting, the reality is students may not always tend to agree! Sometimes we need to mix in our students interests. Last week we began the day by looking up APPROPRIATE songs on the Billboard Top 100, that we could use in some new remixes! It only took a few minutes, and we had a lot of FUN reciting them. It will definitely earn you cool points with the middle schoolers! Here are some we came up with: </span></div>
<span class="Apple-style-span" style="font-family: inherit; font-size: large;"> <span class="Apple-style-span" style="color: #990000;"><br /></span></span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><b>WARNING:</b> If you are too cool to sing in front of your class, these options are not for you!</span></div>
<div>
<span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="font-family: inherit;"><b><span class="Apple-style-span" style="color: #990000;"><br /></span></b></span><b><span class="Apple-style-span" style="color: #990000;">Class, we are on Fiiiire! Yes, we are on Ffffire! -Alicia Keys </span></b></span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><b>Class, shine bright like a diamond! Yes, shine bright like a diamond! -Rihanna </b></span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><b>Class SCREAM AND SHOUT! Yes, let it all out!- Will.I.Am and Britney Spears </b></span></div>
<div>
<b><span class="Apple-style-span" style="color: #990000; font-size: large;">Class you are a firework! Yes, let all our colors burst! - Katy Perry </span></b></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"></span><br />
<div>
<span class="Apple-style-span" style="color: #990000;"><span class="Apple-style-span" style="color: #990000; font-size: large;"><br /></span></span></div>
<span class="Apple-style-span" style="color: #990000; font-size: large;">
</span>
<br />
<div>
<span class="Apple-style-span" style="color: #990000; font-size: large;"><span class="Apple-style-span" style="color: #990000;"><br /></span></span></div>
<span class="Apple-style-span" style="color: #990000; font-size: large;">
******************************************************</span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /></span></div>
<div>
<span class="Apple-style-span" style="font-size: large;"><span class="Apple-style-span" style="color: #990000; font-family: inherit;">Class-Yes is a very simple, yet effective tool in the classroom, if used in a way that is FUN and not predictable! If your students aren't responding in a crisp manner, then you need to be sure you are consistent in expecting an immediate response! Class- Yes and The Scoreboard work together as an unstoppable </span><span class="Apple-style-span" style="color: #990000;">team! Once you do some Class-Yes Remixes, it may also be time to switch up your Scoreboard! More on that very soon... </span></span></div>
<div>
<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;"><br /> If you have not started using Class-Yes in your classroom, read this old blog post <a href="http://cruzinthroughwbt.blogspot.com/2012/09/the-ultimate-attention-getter-class-yes.html" target="_blank"><b>HERE</b> </a>on how to get it started the RIGHT way!</span></div>
</div>
</div>
</div>
CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com2tag:blogger.com,1999:blog-7407891720409127452.post-76527596425570431992013-01-17T06:50:00.000-08:002013-06-27T07:49:40.142-07:00Simply Genius! The Genius Ladder Ebook<!--[if !mso]>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">It feels like forever since the last time I blogged, because
it HAS BEEN!<span style="mso-spacerun: yes;"> </span>I made it one of my MANY
resolutions to get back into it full throttle!<span style="mso-spacerun: yes;">
</span>Blogging was a lot easier when I wasn’t living at my parent’s house with
8 people total, but I think I’ve finally fallen into a rhythm among all the
madness!<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Yesterday on Facebook, it was announced that the Ebook for The
Genius Ladder was officially released! I immediately downloaded it and used it
with my students today. If you have never used The Genius Ladder, you are truly
missing out! It is one of my students’ FAVORITE classroom activities because we
create crazy, zany Genius Paragraphs from basic BLAH sentences!<span style="mso-spacerun: yes;"> </span>Come on, how much convincing do you need
besides hearing that my 5<sup>th</sup> graders actually cheered when I said I
downloaded Genius Ladder slides for WRITING!?<span style="mso-spacerun: yes;">
</span>If you need an easy to follow break down of how to use The Genius
Ladder, check out one of my older posts <a href="http://cruzinthroughwbt.blogspot.com/2012/09/the-genius-ladder.html" style="background-color: white;" target="_blank">HERE</a>.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">If you don’t have a Smartboard, it is completely okay!<span style="mso-spacerun: yes;"> </span>I don’t have one and it worked just fine on
my good old classroom computer.<span style="mso-spacerun: yes;"> </span>They
seemed to enjoy the graphics, and well, they like anything that is more high-
tech than my whiteboard! It has three levels: Beginning, Intermediate and
Advanced. The first level is more of an introduction to how to orally practice
verbs, adjectives, and prepositions, while giving more details about a
topic.<span style="mso-spacerun: yes;"> </span>Intermediate goes a step further
and requires students to use BECAUSE in their Genius Paragraphs.<span style="mso-spacerun: yes;"> </span>Advanced requires BECAUSE and an appositive, which
is a phrase surrounded by commas, that gives more information about the noun it
follows. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">We jumped right into the first Advanced slide, after they
convinced me they were up for the challenge.<span style="mso-spacerun: yes;">
</span>Students switched out the nouns and verbs in the sentence for their own
and added adjectives to describe the ballplayer, such as anxious and
smelly.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">This was the fun part!<span style="mso-spacerun: yes;">
</span>Students used the Extender Sentence to switch out their own appositives
about Biff!<span style="mso-spacerun: yes;"> </span>After they rambled them off
to each other during Teach:Okay, I had them share out their examples to the
class.<span style="mso-spacerun: yes;"> </span>Here are a few they came up with:<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">the frightening, giant captain,<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">the clumsiest person on the team<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">the pitcher who throws as fast as a cheetah<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">After sharing out appositives, it was finally time to create
Genius paragraphs!<span style="mso-spacerun: yes;"> </span>NEVER, I mean NEVER,
show students the example paragraph before doing their own, because as we all
know they end up stealing the ideas as their own!<span style="mso-spacerun: yes;"> </span>After choosing on a few students to create
paragraphs orally using adders, I had them write for ten minutes while I did
Red/ Green Marker Proofreading.<span style="mso-spacerun: yes;"> </span>By this
point they are more than eager to get to write their own creative stories, and
they usually drop their shoulders<span style="mso-spacerun: yes;"> </span>in
sheer disappointment when I say time is up! <span style="mso-spacerun: yes;"> </span>Say bye-bye to<span style="mso-spacerun: yes;">
</span>the ever annoying, “I’m done writing.<span style="mso-spacerun: yes;">
</span>Now what do I do?” </span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">Here is a student example:<o:p></o:p></span></div>
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<span class="Apple-style-span" style="color: #990000; font-family: inherit; font-size: large;">If you want to download the FREE Genius Ladder Ebook, go to WholeBrainTeaching.com, register and click on "Free Ebooks"! If you do not register, the book does not appear under Ebooks!</span></div>
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<!--EndFragment-->CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com2tag:blogger.com,1999:blog-7407891720409127452.post-63078319729538049082012-11-20T19:00:00.000-08:002013-06-27T07:47:40.859-07:00Poetry WBT Style!<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zgNvTJhypfJKSPklBjl2UxfsroOOpDs0yrcYcqb8Rn966WXFdZaBOV2xOIoZXjkmua8kRgMnk5lyM80giISQISzTR4OT7lCITG5TWcDgMThvJSOdr2ImyTjCWoMCfx7fLJPQxHQkbdc/s1600/IMAG1477.jpg"></a><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">I’ve been MIA for a while, but I’ve been busy as ever doing things WBT style! I taught a PD election week for my school on WBT, and now I’ve caught the curiosity of many coworkers! Anyone who has immersed themselves into WBT knows how contagious it can be!<br /><br />Last week I ended our poetry unit, and I have to say it went so well! I’ve been meaning to blog about it but with moving, report cards and benchmarks around the corner, I’ve been busy with lesson planning, grading, and oh yeah- spending time with my OWN KIDS! </span><span style="color: #cc0000; font-family: inherit; font-size: large;"></span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">I started out the first week introducing one term at a time and ONLY working on that term. We spent a bulk of time on metaphors and similes, because they always tend to blend the two together as one. My students created a remix to our gestures to them, and now we are addicted . We still have been using similes and metaphors in all we do for reinforcement! (“Give a ten finger whoo as slooow as a slimy snail!”) YES/NO WAY was an amazing way to have students differentiate between metaphors and similes and the QT test was the handy tool to assess if students REALLY knew what they were talking about! </span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjufQy6lwRR3qPInx8i-OD99lAfHe629yfRd2aKRkbVEIAwKSWveKnfMeFKFVa77jNxN1RQeLwJtiWMSGELrO8ndr6yMY2pO1-5DqQvixgksWZxqBHZXdGM6hlVb0aFEpfxelc3Zm9-0UM/s1600/IMAG1475.jpg"><span style="color: #cc0000; font-family: inherit; font-size: large;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjufQy6lwRR3qPInx8i-OD99lAfHe629yfRd2aKRkbVEIAwKSWveKnfMeFKFVa77jNxN1RQeLwJtiWMSGELrO8ndr6yMY2pO1-5DqQvixgksWZxqBHZXdGM6hlVb0aFEpfxelc3Zm9-0UM/s200/IMAG1475.jpg" /></span></a><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">I love using materials that are FREE, so I found </span><a href="http://www.teacherspayteachers.com/Product/Poetry-Terms-Figures-of-Speech"><span style="color: #cc0000; font-family: inherit; font-size: large;">THIS</span></a><span style="color: #cc0000; font-family: inherit; font-size: large;"> worksheet in my search for supplementary poetry activities. I have recently fallen in love with notebook foldables, and students get into it simply because they have the opportunity to cut and glue for a few minutes! This worksheet wasn’t designed to be a foldable, but with a little resourcefulness I made it work. They cut the worksheet, glued them into their notebooks, and created examples underneath. Even my struggling students created some really great guidelines to refer back to ALL year. </span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;"> </span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zgNvTJhypfJKSPklBjl2UxfsroOOpDs0yrcYcqb8Rn966WXFdZaBOV2xOIoZXjkmua8kRgMnk5lyM80giISQISzTR4OT7lCITG5TWcDgMThvJSOdr2ImyTjCWoMCfx7fLJPQxHQkbdc/s1600/IMAG1477.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #cc0000; font-family: inherit; font-size: large;"><img border="0" height="320" rea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zgNvTJhypfJKSPklBjl2UxfsroOOpDs0yrcYcqb8Rn966WXFdZaBOV2xOIoZXjkmua8kRgMnk5lyM80giISQISzTR4OT7lCITG5TWcDgMThvJSOdr2ImyTjCWoMCfx7fLJPQxHQkbdc/s320/IMAG1477.jpg" width="213" /></span></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbl841syx6JRmOwTsadZpLmZCszPjnudQ-SOGdG23yLmQtGgIEvE5E4lXxTiyhwgw35kf6mgz6qYpEHC0E06t2L7qA29aqavoPm8wWd_HVtcgcwnnnkZa0uSrvY5tFgZ6Qf7zCHxA-Z8E/s1600/IMAG1479.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="color: #cc0000; font-family: inherit; font-size: large;"><img border="0" height="212" rea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbl841syx6JRmOwTsadZpLmZCszPjnudQ-SOGdG23yLmQtGgIEvE5E4lXxTiyhwgw35kf6mgz6qYpEHC0E06t2L7qA29aqavoPm8wWd_HVtcgcwnnnkZa0uSrvY5tFgZ6Qf7zCHxA-Z8E/s320/IMAG1479.jpg" width="320" /></span></a><span style="line-height: 115%;"><o:p><span style="color: #cc0000; font-family: inherit; font-size: large;"> </span></o:p></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="line-height: 115%;">After I’d spent several weeks using the WBT 5 Step Lesson Plan to also teach and review rhyme, alliteration, personification and onomatopoeia,<span style="mso-spacerun: yes;"> </span>I used state practice tests to show the true power of WBT.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Every question asked something referring to the terms we had learned or already learned (main idea, point of view etc). <span style="mso-spacerun: yes;"> </span>They broke out their top WBT weapons and began gesturing as they read the poem to help with comprehension. They also gestured <span style="mso-spacerun: yes;"> </span>for EVERY question in order to help them identify and apply the terms in the poem.<span style="mso-spacerun: yes;"> For every answer, they gave the evidence as to why one answer was correct and </span></span></span></span><span style="color: #cc0000; font-family: inherit;"> the others were not. I used many aspects of the Prove It game for these assessments.</span></span></div>
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<span style="font-size: large;"><span style="color: #cc0000;">As a culmination assessment, I had students write a poem about their family that used at least one example of each poetry term. Using a color coded key that was posted on the board, they completed their assessment.</span></span></div>
<span style="font-family: inherit;">Red underline =metaphor<br />Blue underline=simile<br />Stick figure=personification<br />Yellow traced letters=rhyme<br />Blue traced letters=alliteration<br />Star=Onomatopoeia</span><br />
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<span style="color: #cc0000; font-size: large;">This is a "top tier" example of student work:</span><br />
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<span style="color: #cc0000; font-size: large;">I have been doing some exciting things with writing, so I hope to blog about that soon! </span></div>
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-85060305641705603692012-11-04T19:16:00.000-08:002013-06-27T08:02:53.117-07:00Turning Terror into Triumph: The Triple Whammy Sentence (Update)<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="color: #cc0000; font-family: inherit; font-size: large;">When we returned to school Wednesday, after Superstorm Sandy wreaked havoc in our area, I knew my students would need to reflect on the latest events and how Sandy affected them personally.<span style="mso-spacerun: yes;"> </span>Many of my students ( and fellow teachers) were thrilled to be in school, especially since many still didn’t have power or safe conditions in their homes.<span style="mso-spacerun: yes;"> </span>It was a perfect opportunity to use oral writing with the Genius Ladder<span style="mso-spacerun: yes;"> </span>for students voices to be heard.<span style="mso-spacerun: yes;"> </span>The Triple Whammy Sentence was also used to distinctively organize their thoughts.</span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;">Every morning, when students come in the room and unpack, they know to read the board for their special message and breakfast assignment.<span style="mso-spacerun: yes;"> </span>That morning I wrote a warming message and a sentence on the bottom rung of my Genius Ladder:<span style="mso-spacerun: yes;"> </span></span></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;">Superstorm Sandy <u>VERB</u> the East Coast.</span></span></span></b></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span>I could see a spark light in their eyes as they anticipated being able to share their Sandy experiences. I typically don’t do Oral Writing or Genius Ladder FIRST thing in the morning, but I knew it was important to begin this day in this way.<span style="mso-spacerun: yes;"> </span>Students eagerly <span style="mso-spacerun: yes;"> </span>began replacing the blank with verbs such as hit, struck, smashed, and destroyed. </span></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><b style="mso-bidi-font-weight: normal;"><u>ADJECTIVE</u> Superstorm Sandy struck the East Coast</b>.</span></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span>To make our sentences “spicier” we used adjectives to describe Superstorm Sandy. <b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span></b>After Teach-Okay, I had them inform me of different adjectives their partners used, and we created a web:</span></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><b style="mso-bidi-font-weight: normal;">Three major effects of Superstorm Sandy were _______,_________ and ________.</b></span></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">This is what they were waiting for; the opportunity to provide three DIFFERENT ideas while avoiding the dreaded CLINKER!<span style="mso-spacerun: yes;"> '</span>Clinker' is just one of those words that students enjoy saying. They LOVE when a student provides 3 ideas that are too similar, so they can loudly exclaim “CLINKER,” to alert that person to try again!<span style="mso-spacerun: yes;"> </span>During this section, students stood up using their own variation of “Class-Yes” to get everyone’s attention, and then carefully proceeded to fill in the Triple Whammy Sentence.<span style="mso-spacerun: yes;"> </span>In the very beginning I heard CLINKER<span style="mso-spacerun: yes;"> </span>examples such as “<span style="mso-spacerun: yes;"> </span>Three major effects of Superstorm Sandy were lots of wind, trees falling, and poles fell.”<span style="mso-spacerun: yes;"> </span>I discussed how the wind caused the trees to fall and the poles to go down, so the ideas were too similar and would overlap.<span style="mso-spacerun: yes;"> </span>I stressed choosing the MAJOR effects that would provide an ample amount of adders to later discuss in our paragraphs.<span style="mso-spacerun: yes;"> </span>After only a few clunky CLINKERS, students were readily <span style="mso-spacerun: yes;">providing</span> ideas that were different:</span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span>“<b style="mso-bidi-font-weight: normal;">Three Major Effects of Superstorm Sandy were flooding, fires, and power outages."</b></span></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">We have been working on 5 paragraph essays for the past few weeks, so I set the students free at this point to create the Genius Introduction of their 5 paragraph essay about Sandy (after we did our 5 paragraph essay Power Pix reference and gesture.)<span style="mso-spacerun: yes;"> </span>The only requirement was that it had to be AT LEAST 3 sentences and had to include their Clinker-free, topic sentence (aka Triple Gold Sentence). In the beginning of this unit, I had more structured guidelines, but now that students have more confidence in their writing, most students enjoy the freedom of using the Triple Gold Sentence in any part of the introductory paragraph they desire to.<span style="mso-spacerun: yes;"> </span>Struggling writers kept the 2 sentences we worked on in class and then added added sentences, while the more creative, advanced, writers enjoyed creating their own catchy first sentences and clever closing sentences that we’ve practiced in past lessons.</span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><o:p> They enjoyed writing this essay, as it was a way to include all that they had experienced, or spent hours watching on the news for days! </o:p>I was VERY proud to see that only TWO students out of 27 had CLINKERS!<span style="mso-spacerun: yes;"> </span>This was an amazing improvement from less than a month ago.<span style="mso-spacerun: yes;"> </span>The remarkable thing about focusing on the Triple Whammy Sentence, is that it completely takes away the complexity for students in essay writing.<span style="mso-spacerun: yes;"> </span>That one sentence guided the entire 5 paragraph essays they completed last week, keeping it focused and flowing!<span style="mso-spacerun: yes;"> </span>Students automatically knew that their second paragraph would be about their 1<sup>st</sup> example, their third paragraph would be about their 2<sup>nd</sup> example and so on.<span style="mso-spacerun: yes;"> </span></span></span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;">Students also now routinely write their constructed responses in 5 paragraph form!<span style="mso-spacerun: yes;"> </span>If the response only requires 2 examples, they modify it to a 4 paragraph essay.<span style="mso-spacerun: yes;"> </span>At first it took FOREVER for them to complete assignments, but with practice they are becoming more fluent writers! <span style="mso-spacerun: yes;"> I love the increasing amount of time that I spend in </span>TEACHER HEAVEN!</span></span></span></div>
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<span style="color: #cc0000;"></span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-41214813316618364522012-10-24T18:49:00.000-07:002012-11-04T19:18:50.875-08:00My Class Goes CRAZY for The Crazy Professor<div class="separator" style="clear: both; text-align: center;">
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Thanks to Pinterest, I have been absent from the blogging world and instead busy making craft after craft for my daughter’s party on Saturday.<span style="mso-spacerun: yes;"> </span>What on earth did I do before Pinterest?<span style="mso-spacerun: yes;"> </span>I just wanted to write an updated post about how I’ve been using The Crazy Professor in my room, and explain its role in my Reading block.<span style="mso-spacerun: yes;"> </span>If you want an introduction on the basics of implementing The Crazy Professor, check out an older post <a href="http://cruzinthroughwbt.blogspot.com/2012/09/the-crazy-professor-game.html" target="_blank"><span style="color: white;">HERE</span></a>.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">My students LOVE The Crazy Professor!<span style="mso-spacerun: yes;"> </span>Of course there are the handful of painfully shy students who would prefer to bury their head in the book and hide, but the thing I love about Whole Brain Teaching is that it makes ALL students participate as active learners in order to <span style="mso-spacerun: yes;"> </span>improve their listening AND verbal skills.<span style="mso-spacerun: yes;"> </span>Even though they might not want to admit it, these students love the opportunity to step out of their comfort zones and pretend they are outgoing and silly, all while learning. </span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span>I honestly can’t say I have kids that are “too cool” to participate, because those students are the ones that get the most into it (since they actually have an excuse to move around and be full of “drama”). I do have students who can get pretty lazy with their gestures and reading, so I usually loudly exclaim “CLASS!” to get everyone’s attention, inform them that I don’t see everyone using GIGANTIC gestures, and give myself a point on the Scoreboard! This usually gets them motivated, and they begin to try and outdo each other with really big motions and high energy!<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>I then linger around those who may still be lacking in vigor, and they tend to improve.<span style="mso-spacerun: yes;"> </span>At even the SMALLEST glimpse of improvement, I take the opportunity to stop the class to give a Ten Finger WOO to those students and enthusiastically award a Super Improver star.<span style="mso-spacerun: yes;"> If you use your Super Improvers Team wisely, this should ALWAYS work.</span></span></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"></span></span></span></span><span style="color: #cc0000; font-family: inherit; font-size: large;">Most of the stories in our Trophies textbook are pretty long, so I do Crazy Professor in 2 Parts. Mondays we use context clues to figure out the meaning of our vocabulary words, do a Read Aloud on a similar subject, and introduce the week’s focus skills and writing. Tuesdays, students read the first half of the story using Crazy Professor.<span style="mso-spacerun: yes;"> </span>I call out “Step One!” and students immediately do a 3 peat (“Step One, Step One, Step One!”) and begin reading dramatically while their partner gestures or acts it out. When I say “Switch!”, the other student picks up reading dramatically right where the other student left off.<span style="mso-spacerun: yes;"> </span>I take turns calling out steps 1-3, allowing for students to read a section, paraphrase it, ask each other questions, and then continue reading.<span style="mso-spacerun: yes;"> </span>I don’t do the actual “Crazy Professor” step until Day 2, when they have read the entire story.<span style="mso-spacerun: yes;"> </span>At the end of The Crazy Professor Part 1, we meet as a class for a discussion on what was<span style="mso-spacerun: yes;"> </span>read, and share the questions they asked in their pairs.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Crazy Professor Part 2, on day two, is where the REAL fun begins! We read the second half of the story using the same process as above, however we break out our PROPS for the final step!<span style="mso-spacerun: yes;"> </span>The props have become so popular, that I now have to pull weekly job sticks for our Prop Committee.<span style="mso-spacerun: yes;"> </span>These students stay in for recess and make the props that go with the story.<span style="mso-spacerun: yes;"> </span>We ONLY use props for the final “Crazy Professor” step, so it builds the anticipation to read on the second day.<span style="mso-spacerun: yes;"> </span>I also use my<span style="mso-spacerun: yes;"> </span>VOLUME-O-METER very carefully on day two, so that it doesn’t become too crazy too fast.<span style="mso-spacerun: yes;"> </span>If it gets too loud or I want more intensity, I shout “”VOLUME-O-METER” and move my hand up or down on my meter.<span style="mso-spacerun: yes;"> </span>(I will add a picture of mine tomorrow!)<span style="mso-spacerun: yes;"> </span>Their voices quickly adjust, without interrupting them from their reading.<span style="mso-spacerun: yes;"> </span>After day two comes to an end, we again hold a student led discussion about the story.<span style="mso-spacerun: yes;"> </span>We use past Power Pix to lead our shared reading (for example: main idea, author’s purpose, summarize, paraphrase, point of view). As I introduce a new Power Pix, we add it to our meetings.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Some may be skeptical about the benefits of using The Crazy Professor, but I have seen great improvements in comprehension.<span style="mso-spacerun: yes;"> </span>It also helps with training students to gesture while reading in ANY subject.<span style="mso-spacerun: yes;"> </span>I see the effectiveness of gesturing close and personal during Guided Reading.<span style="mso-spacerun: yes;"> </span>Also, when reading those long, drawn out state test samples I sometimes use, I have students gesture and read dramatically.<span style="mso-spacerun: yes;"> </span>Acting out the reading helps students so much <span style="mso-spacerun: yes;"> </span>more than just visualizing the events while they read.<span style="mso-spacerun: yes;"> </span>It makes it more enjoyable to get through,too.<span style="mso-spacerun: yes;"> In November, </span>I will be the 5<sup>th</sup> grade afterschool reading teacher, so I am going to use this as a technique with students I get from the other classes.<span style="mso-spacerun: yes;"> </span>I’ll report on how well it is received, but I am sure that the other 5<sup>th</sup> graders will also go CRAZY for The Crazy Professor!</span></div>
CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-53120438682545274812012-10-17T20:34:00.004-07:002012-11-04T19:20:03.295-08:00Going for the Gold: The Triple Gold Sentence<div class="MsoNormal" style="margin: 0in 0in 10pt; text-align: center;">
<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><strong>What is the simplest way for kids to write at the most complex level? …THE TRIPLE GOLDER!<span style="mso-spacerun: yes;"> </span></strong></span></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">With all of the different writing standards our students must meet AND the endless writing rules, there are SO many ways for their writing to go right off the deep end! The Triple Golder is a scaffolded topic sentence frame that has students select three DIFFERENT subjects that each lead into their own paragraph. It sounds like the typical five paragraph formula, however when paired with The Genius Ladder, Oral Writing and the use of CLINKERS, the Triple Gold Sentence will help students PRACTICE writing in an organized, college level approach.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The timing of this webcast could not have come at a better time! Last week I created a Power Pix that has helped my students memorize the organization of the 5 paragraph essay.<span style="mso-spacerun: yes;"> </span>(A 5 paragraph essay begins with an INTRODUCTION, the 2<sup>nd</sup> paragraph is about the FIRST reason, the 3<sup>rd</sup> paragraph is the SECOND reason…etc)</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">While the Power Pix gestures helped a great deal in organizing their essays, the problem truly was the lack of PRACTICE I’d given my students in creating THREE VERY DIFFERENT EXAMPLES!<span style="mso-spacerun: yes;"> </span>I thought I had done enough by using a clear outline, modeling ideas that were very different, modeling ideas that were too similar and having students refer to the Power Pix gestures when writing independently. Judging by the student work I received, clearly it was not sufficient. This is a topic sentence a student wrote:</span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span><span style="font-size: small;"><strong>“ My largest goal in my life is to become a doctor. I will do this in three ways, by going to school every day and not being absent, going to school and trying my best, and not dropping out of school.”</strong></span></span></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The remainder of this student’s essay seemed to blur around the one simple idea of” going to school”. A lot of students shared this problem, and it was MY fault. Instead, I should've started with basic sentence frames and given students proper practice in choosing three, diverse examples. <span style="mso-spacerun: yes;"> </span>The missing component was simply PRACTICE! The essay writing process cannot be fully grasped in a measly week of instruction and practice. I believe I got so excited by the sudden improvement in their writing that I got ahead of myself. After watching the webcast yesterday, I approached writing very differently today.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">This morning, the bottom rung of my Genius Ladder looked like this:</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><strong>My favorite food is___________ because ___________, _____________, and __________.</strong></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">For the majority of the time, this sentence frame is ALL we used.<span style="mso-spacerun: yes;"> </span> After explaining the CLINKER, we used oral writing to fill in the blanks REPEATEDLY!<span style="mso-spacerun: yes;"> </span>I loved having a word designed to alert students of ideas that are TOO SIMILAR!<span style="mso-spacerun: yes;"> </span>My class was introduced to The Trickster sock puppet, and they loved declaring “CLINKER” in unison, when The Trickster purposely gave examples that were practically the same, such as:</span><span style="color: #cc0000; font-family: inherit; font-size: large;"> <strong>“My favorite food is pizza because it is yummy, delicious and tastes so good!”</strong><span style="mso-spacerun: yes;"> </span>We improved on this CLINKER sentence to create a Triple Gold Sentence: <span style="mso-spacerun: yes;"> </span><strong>“My favorite food is pizza because you can eat it with your hands, you can choose a variety of toppings, and it is greasy.” </strong></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;"><span style="mso-spacerun: yes;"> </span>The students had a blast orally creating paragraphs based on these three ideas, that went on to include adders about licking sauce off their fingers, eating salty anchovies, and the joys of blotting the grease off their pizza with a napkin. Anytime an adder was off topic, we'd do the bungie jump off of our arm! Before we knew it, we had orally created a five paragraph essay!</span></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;"><span style="color: #cc0000;">Was the content of the writing curriculum based? NO, however the golden thread of fun disguised the fact that students were using critical thinking to “triple think” about what they were saying, how it fit into what they had previously said, and how it would fit into what came next.<span style="mso-spacerun: yes;"> </span>This is a very difficult skill to master, and with continued PRACTICE I hope to get them to the point where writing five paragraph essays are as easy as unfolding origami!<span style="mso-spacerun: yes;"> </span></span></span></span><br />
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<span style="color: #cc0000; font-size: large;">Webcast 542</span></div>
CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-37881241594921526062012-10-12T20:19:00.000-07:002012-11-04T19:20:49.187-08:00The Potent Power of Power Pix<div style="text-align: center;">
<span style="color: #cc0000; font-family: inherit; font-size: large;"> Here is the reveal of my Power Pix Wall:</span><span style="color: #cc0000; font-family: inherit;"></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Initially, I was VERY intimidated and overwhelmed about using Power Pix in my classroom! Given that I teach 5th grade and Power Pix are only already made for grade 3 and below, I felt I didn’t have time to create them AND implement all the other components of WBT. I am so thankful I decided to commit to using them in my classroom! If you want to know the basics of Power Pix, read my post on the Whole Brain Teaching forum <a href="http://wholebrainteaching.com/index.php?option=com_kunena&view=topic&catid=108&id=10844&Itemid=203#12415" target="_blank">HERE</a>. Now that I have used them as an integral part of my lessons for over a month, I can give a personal account of its powerful benefits. <br /><br /><strong>LESSON STARTER</strong></span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">I begin almost every lesson with the introduction of the Power Pix that goes along with the standard I’m teaching. I then introduce a gesture that correlates with the visual representation. Students mirror my gestures and “teach” each other (also using gestures and eventually specific examples). I always begin my review lessons by calling the appropriate grid coordinate on the Power Pix wall that relates to the specific lesson. Using Power Pix as a lesson starter, will engage visual, auditory and kinesthetic learners from the very beginning of instruction!<br /><br /><strong>RETENTION AND CRITICAL THINKING</strong><br />If students cannot recall how to do a particular math problem or how to figure out an author’s Point of View, all they need to do is look at the board for the direct reminder. I often see students gesturing and looking at the Power Pix while working through independent work! You can actually cover a specific Power Pix for a test, and students STILL visually remember which one was there. You can integrate critical thinking skills by having students compare and contrast different Power Pix using the *because* clapper. For example: A prime number is different from a composite number *because* a prime number only has 2 factors, 1 and itself, and a composite number has more than 2 factors.<br /><br /><strong>FLEXIBILITY</strong><br />I am a do- it – yourselfer at heart, so I draw my own Power Pix. This works for me because I can decide to add one at any time, especially if I decide to change the way I approach the lesson. I plan on eventually streamlining them and scanning them for the use of other 5th grade teachers. Being that I taught 4th grade last year, a lot of the same ones may also be used. I am going to laminate them so that they stay in good shape for years to come. If you don’t fancy drawing your own, there are templates you can insert clipart unto right <a href="http://www.teacherspayteachers.com/Product/Electronic-PowerPix-Templates" target="_blank">HERE</a>. I still have to write the corresponding common core standard on each Power Pix.</span> <br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> <strong>EAGER STUDENTS</strong><br />I always used to get annoyed when students would finish work or tests early and ask me the dreaded question “I’m finished! What do I do now?” Now, they sit in their seats and review their gestures using the Power Pix wall, grab a SuperSpeed folder and practice their fluency or EVEN do this:</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Can you believe it? This picture is from a couple of weeks ago, but the amazing thing is that this student leaves the room several times a day for accommodations and he STILL found a way to copy this to use as his personal study guide! I saw him doing this during breakfast one morning and HAD to snap a picture as proof!</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">If you still have doubts that Power Pix could work in your classroom, just promise yourself to try it for even a week! If you have any questions, or want any gesture ideas to go with your lessons, feel free to ask! EVERY class has visual, auditory, and kinesthetic learners that could benefit from using this technique! Allow yourself the opportunity to discover the potent power of Power Pix!</span><span style="color: #cc0000; font-family: inherit; font-size: large;">
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If you would like to learn more, watch Webcast 529 below, or at your own convenience at WholeBrainTeaching.com!</div>
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com5tag:blogger.com,1999:blog-7407891720409127452.post-497712948110311552012-10-09T18:37:00.001-07:002012-11-04T19:25:44.395-08:00WBT Conference: I was DELIGHTED in Delaware!<span style="color: #cc0000; font-family: inherit; font-size: large;">On Friday, I skipped school with a 3rd grade teacher in my building and drove to Delaware for the WBT Conference. I am SO glad that I did! Although most of the material was familiar to me, the conference helped sharpen my WBT implementation, allowed me to view WBT from the perspective of my students, and most importantly, affirmed my mission to make the education system better for the children in this country!<br /><br />During the conference, we had to speak in complete sentences for EVERYTHING. After a short while, it became second nature to do it. The experience made me realize that I don’t require it in my classroom at ALL times. My students really do well with this overall, but I’m not always consistent with it during Math. Today, I whipped them into shape in only one period! Complete sentences were effortlessly flowing out of their mouths. I also worked on making mighty groans more quick and crisp!<br /><br />As long as we keep our own energy levels high, and continue to motivate our students, there is no reason for us to 'lose' our students in the afternoon. Coach B. demonstrated that afternoon energy can be MANIPULATED (as all things can!) When teachers return from lunch, it seems as though student energy is impossible to revive. Through the proper use of the Scoreboard, momentum isn’t lost! After a long lunch break and a stroll in the park at the conference, I was full and lethargic. It was clear that the majority of other teachers were in the same boat. It was only a matter of time before we were transformed under the power of the Scoreboard! The energy was actually at an all day high towards the END of the conference, before we were released early for good behavior!<br /><br />The most inspiring time of the day, was listening to Coach “get serious”. I have a deep passion for teaching and strive to make a difference for each of my students. I wish I were the type that could use the computer to produce page after page of curriculum genius, but then those amazing teachers on </span><a class="bbcode_url" href="http://teacherspayteachers.com/" rel="nofollow" target="_blank"><span style="color: #cc0000; font-family: inherit; font-size: large;">teacherspayteachers.com</span></a><span style="color: #cc0000; font-family: inherit; font-size: large;">, wouldn’t acquire my hard earned money! My strength is connecting with my students and delivering content in an engaging way. WBT has taken me to another level in this area. I believe WBT is so addicting because it helps bring out the best in each of us. Imagine if EVERY student had teachers that LOVED what they did and used techniques that made learning exciting and enjoyable! I am working towards certification so that I can help show others that WBT is a movement that is valuable and rewarding!<br /><br />If you can make it to a conference, you will see that it is worth the journey. I gained a great deal from only one day. I get jealous of the West Coast WBT family, so I will be working on getting a conference in the City of Brotherly Love. It might take some work getting Coach B. over here, but both the teachers and students will thank me in the end! </span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1tag:blogger.com,1999:blog-7407891720409127452.post-17760127164692481712012-10-04T20:30:00.004-07:002012-11-04T19:21:30.271-08:00The Super Improver's Team: Rewarding individual improvements, one star at a time!<div style="text-align: center;">
<span style="color: #cc0000; font-family: inherit; font-size: large;">"Students are not competing against each other, but themselves!" - Coach B.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">With a little over two weeks of school under my belt, last Thursday I unveiled the Super Improver's Team in front of both parents and children at Back to School Night. When I explained it, I instantly saw parents gleaming at the thought of their child FINALLY having the opportunity to be recognized for their own INDIVIDUAL improvements. Students were also clearly excited at the thought of special rewards for beating their own personal records! It was the BEST B2SN I've had! (I even had students play SuperSpeed Math and Reading with their parents, to explain how it should be done when I send it home for homework in the coming weeks!!!)</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">After one full week of utilizing the SIT, I have to tell you how amazing it is to have a tool that forces us as teachers to be more aware of student improvement, even in the smallest things. It is also a great platform for students to celebrate each other's improvements as players working together on a TEAM. Today, one of my more challenging students initiated a 10 finger woo to another student who did something star worthy. I think my heart literally jumped for joy! Before I go into more of these magical moments, let me explain the basics of the Super Improvers Team.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQuxavn2chNXzpBXFG4i0LjKGuXTkYXNpEL3NUuPWSa-KTv1-2dvqMhZ11oKisve1lLnPKe2ls7RCE4lEQkEnpaIEW_XSjhgBZDJo0gJHQAJoYEmNPfN5LaNm420YenycAHjjVdHaz5Sc/s1600/IMAG1046.jpg" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #cc0000; font-family: inherit; font-size: large;"><img border="0" height="133" mea="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQuxavn2chNXzpBXFG4i0LjKGuXTkYXNpEL3NUuPWSa-KTv1-2dvqMhZ11oKisve1lLnPKe2ls7RCE4lEQkEnpaIEW_XSjhgBZDJo0gJHQAJoYEmNPfN5LaNm420YenycAHjjVdHaz5Sc/s200/IMAG1046.jpg" width="200" /></span></a><span style="color: #cc0000; font-family: inherit; font-size: large;">First, put all of the students names on a wall, board, or ANYWHERE you can find room. I have put mine on a rolling platform so I can always have it near me depending on where I am in the classroom. It is a constant reminder to NOTICE my students. When in the process of 'revealing' the SIT to your classroom, it is great to leave their names on there with no explanation as all except, "you will see".</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Beside the names there needs to be a color code with 10 colors. Each color represents a different level on the Super Improver's Wall. The SIT allows you to do what the grading system does NOT: give students the fair opportunity to leave at a different level then they came in at. When students receive 10 stars, they get to move up a level and the name of their color card changes accordingly. With 10 improvements for every level and 10 different levels, thats 100 improvements to get to during a school year!</span><br />
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<em><span style="color: #cc0000; font-family: inherit; font-size: large;">Make sure to give each level a name! Download this FREE, supercute, rockstar themed SIT template </span></em><a href="http://www.teacherspayteachers.com/Product/Whole-Brain-Teaching-Classroom-Starter-Set" target="_blank"><em><span style="color: #cc0000; font-family: inherit; font-size: large;">HERE</span></em></a>, <span style="font-size: large;"><em><span style="color: #cc0000; font-family: inherit;">that</span><span style="color: #cc0000; font-family: inherit;"><span style="color: #cc0000; font-family: inherit;"> </span>I saw from Ginger Snaps on TPT ! I just didn't have the color cartridge to print it, so I'm temporarily only using the creative names of her levels! I'm thinking that I'll upgrade to her complete set after Christmas break, when the class needs a scenic change!</span></em></span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> Once the SIT is up and running, it is time to REWARD! If you notice a dramatic improvement in the first week, award the first stars. The improvement can be in anything from speaking in complete sentences, increasing their math/reading fluency in SuperSpeed, neater writing, or ANYTHING that your student's significantly improve in! For those students who are already high achieving and you think won't be able to make obvious improvements, create goals that only pertain to those students. Place weekly goals on the board, that give a chance for those students to imrpove. We have to find a way to include ALL students.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Especially with the pressure of the Common Core, one of my favorite things to reward on is CRITICAL THINKING. I use regular stars on their namecards for improvements in the classroom but I use STICKER stars for students who blow me away with their answers that show critical thinking. On Monday I let students in on the secret that a mere 5 critical thinking stars can also move you up to the next level, instead of the 10 improvement stars- whichever is achieved first. YES, my 5th grade students in my class are really aiming for those sticker stars! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> This week I introduced Doofus and Smartie, a WBT critical thinking strategy that uses pretend, silly, hand puppets to help students explain their answers and think through their mistakes. Today the MOST shy student in my classroom raised his hand to take part in a Smartie and Doofus word problem demonstration on the board. The whole class cheered him on the whole way. I mean this kid is the one who literally breaks out in hives anytime I talk to him! He transformed into this humorous character when going into his Doofus voice! I am definitely going to have my fun plugging this strategy into many activities! I had to use my name sticks to pick names after he went because everyone wanted a shot at their very own personal puppet show!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">As I pointed out before, we as teachers need to IMPROVE on noticing and encouraging ALL of our students. The SIW is a great tool for doing this, but it is still difficult to be mindful of all students EVERY day. This week I remembered a helpful tip that had been shared on the webcast. Have a folder of roll sheets that you keep on the corner of your desk. As you praise a student, put a dot next to their name on the roll sheet. By the end of the day, a dot should be on every single student on the roll sheet. If not, this will help focus our attention to those who somehow get ignored or lost in the crowd of almost 30 students! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Because of the SIT, students are also more in tune with how their fellow students are progressing. I had several students report to me that one of the bullies from last year, was no longer bothering anyone (just as she has promised me on the first day of school.) I made a big classroom announcement about it and everyone enthusiastically gave her a ten finger woo! She was actually the FIRST recipient of an improvement star. I couldn't think of any better way to start!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">It is still a work in progress but THIS is how my Super Improver Wall looked at the end of today, week one: (tomorrow I will be at the WBT Conference in Delaware! WHOO HOO!)</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> I write the improvement starts with dry erase marker on the top and the sticker stars for critical thinking on the bottom (they are hard to see). To make my wall reusable, I slowly "borrowed" free paint samples from Walmart the last month of summer. I laminated the colored cards for their names, before putting actual names on them. This way I can write on them with dry erase markers and reuse them next year! The stickers come right off! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Here are some ideas I'll be using in my own classroom to reward students with the Super Improvers Team:</span><br />
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<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Every few levels take a silly photo of the student and their friends. Develop it but turn it backwards so it can't be seen. After 5 stars on that level, it gets turned around for all to see (suggested by Coach B!)</span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Earn a luxury seat from our VIP Reading Lounge for guided reading and free choice (our ottomons, rocking chair, and comfy chair)</span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Class leader for rules. I'm going to be making a special pin for the student to wear.</span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Check out a book from our popular Select Series in our library (Diary of a Whimpy Kid, Goosebumps, Hunger Games, I Survived...)</span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Independent Work computer math game time or read one of our eStoria books </span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Recess or Early Morning Helper (it cuts down on the 15 kids who want to stay in for recess and "help" me every day- a wonderful problem I have)</span></li>
<li><span style="color: #cc0000; font-family: inherit; font-size: large;">Crazy Professor Prop Makers (I'll show a sample of this new feature in the future)</span></li>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">If you have any other ideas to add to the list, please feel free to share by commenting! You can also FINALLY become a follower, because Coach B. pointed out I was missing that gadget! Hey, I'm new to this blogging game! hehe :)</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: x-large;"><strong>Ms. Cruz</strong></span></div>
<br />CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1tag:blogger.com,1999:blog-7407891720409127452.post-10016140428542778632012-10-02T20:24:00.001-07:002012-11-04T19:22:03.252-08:00SuperSpeed Math 2.0.. with some dessert<br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">"Why do my kids make so many math mistakes? I see the solution!" -Nervous Nita</span></blockquote>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">If you haven't watched a live webcast before, you are missing out! I used my children as an excuse before, but now they just go to bed EARLY on Tuesdays! Can I get a mighty OH YEAH!? It is refreshing to be able to share with other teachers who are as passionate about WBT as you are! Today the energy was SUPER high as we talked about SUPERSPEED Math! The biggest problems with <strike>basic</strike> thorny math facts, is that they aren't practiced enough, students don't get immediate feedback, it is BORING and is NOT motivating at all! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> As my students now love to say, "Practice makes PERMANENT!" Every year we expect our students to memorize their basic addition, subtraction, multiplication, division and even fraction facts. Every year we convince ourselves that we are bogged down by testing and the curriculum, and don't make the time to give our students the repition they need. The truth is, if we don't make the time, students will NEVER remember them. It is in OUR best interest to give them the practice they need and NOT in the form of "old school" flashcards!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>BEFORE YOU BEGIN</b></span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Print out the ebook, SuperSpeed Math 2.0, on <a href="http://wholebrainteaching.com/">WholeBrainTeaching.com</a> under FREE EBOOKS. You must be a member, but it is totally FREE! I suggest buying the $.15 prong folders at Walmart and the page protectors at Sams Club. Get the free one day trial </span><a href="http://www.dealninja.com/coupon/coupondetail/sams-club-free-one-day-pass" target="_blank"><span style="color: #cc0000; font-family: inherit; font-size: large;">HERE</span></a><span style="color: #cc0000; font-family: inherit; font-size: large;">, and you only pay $10 for 200 page protectors. I needed 2 packs because I have 27 students and will be using them for homework. If you are tight on cash, you could do one folder for each pair of students. Being the bargainista that I am, I did my research and this is the cheapest you will find them! Copy the test sheets back to back and the answer sheets back to back. Put them in the folder in this way so that one student only turns to the test portion and the other turns to the answer section in the back. This is the suggested weekly schedule to follow:</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Monday: Addition</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Tuesday: Subtraction</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Wednesday: Multiplication</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Thursday: Division</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Friday: Fractions or Gnarlies!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>READY, GET SET..GO!</b></span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Working in pairs, students will get one minute to say combinations of math facts from 0 to 10. If theres an odd amount of students, the extra student will be MORE than happy to be your partner (TRUST me!) Student A has to say the problem and answer ORALLY, while Student B checks and CORRECTS the answers. If student A makes a mistake, their partner will put a dot next to the problem with a dry erase marker and tell them "Go back two!" At the end of the minute, the student circles the last problem they answered. Then the student will REVIEW their dotted incorrect answers before beginning their second attempt! Each operation has 2 tests: Level 1 and Level 2. Level 1 is in numerical order and Level 2 is random with all of the difficult "gnarlies" at the top. This way students practice the problems that all students tend to have difficulty remembering. The beauty is that students recieve IMMEDIATE FEEDBACK and get to PRACTICE correcting their mistakes, so that the next time they remember them!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The next day students play, they start one line down from where they stopped previously so that they eventually get through all of the problems. Notice I said PLAY. How can math facts be boring, when it is turned into a game where students beat their OWN records?! In Math, students rarely see progress, so SuperSpeed makes students feel like they are actually going somewhere! Students keep track of their own personal records. NO child is left behind when we are focused on INDIVIDUAL improvement! I have students keep their records in the last section of their classwork notebooks with the date. That way I have a way of tracking their progress as well. Since students do not dot on their page protectors with a pencil, it is also a good idea to have them jot down their own personal gnarlies in their notebooks. The goal is that students will eventually practice and master their own list of gnarlies! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>WE HAVE A WINNER!</b></span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">One of the many great things about WBT is that everyone has a chance to be a winner, and the reward is intrinsic. Students feel better when they do better. A big improvement on a test grade goes way deeper than a prize or Tootsie Roll! Students will gain self confidence as they continue to beat their own records. The Super Improvers Wall is another opportunity to motivate students, as they strive to improve their personal records again and again! </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>DESSERT</b></span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Speaking of the Super Improvers Wall, students are always striving for those ultra fancy critical thinking stars. Coach B. came up with a BRILLIANT idea that will get students PROVING answers graphically instead of rotely. While it is essential to have fact fluency, it is important for students to SHOW why a problem like 21/7 = 3! Being a visual learner, this technique easily made sense! Word problems will become so much simpler for your students! This SWEET piece of goodness is in the form of Chocolate Math. Think of it as a new and improved number chart. I'd love to tell you more, but I want you to check it out for yourself, while I experiment with it in my own room. Watch Webcast 540 and grab the Chocolate Math freebie when you buy the webcast pdf for $5.40! Before I forget, I am heading to grab mine using the Paypal link on the right of the site! Once I have tinkered with it in my own room, I'll be sure to report back to you just how yummy it was!</span>CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com2tag:blogger.com,1999:blog-7407891720409127452.post-38475180258869215032012-10-01T19:38:00.001-07:002012-11-04T19:22:19.911-08:00DIY: Milk Crate Ottoman<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">
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<span style="color: #cc0000; font-family: inherit; font-size: large;">It's been almost a week since I've posted, due to my daughter getting PNEUMONIA! Last week showed the strength of WBT, as I was barely awake from dealing with the madness, and still able to push through at school! This weekend I gave myself a DIY boost to get myself going full throttle. I created these milk crate ottomons for $6.25 each (I made 6)! I've seen this project done various ways on pinterest and different blogs, but this way was the easiest, cheapest way to put all the ideas in one! (The inside looks cluttered because I threw all of my supplies in there temporarily). My students LOVED them and talked about how soft the cushions were. I only allowed them to test them out today because they are Super Improver Wall incentives! It already has them excited!</span></div>
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<b><u><span style="color: #cc0000; font-family: inherit; font-size: large;">You Will Need To Buy:</span></u></b></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Milk Crates </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">$3.50 at Walmart</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> $1.00 a yard </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">(Walmart had alot of </span><span style="color: #cc0000; font-family: inherit; font-size: large;">discount fabrics, so I made 6 ottomons </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">out of </span><span style="color: #cc0000; font-family: inherit; font-size: large;">3 yards of fabric) </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Foam Mattress Pad </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">$9.97 for a Twin and a dollar more for a </span><span style="color: #cc0000; font-family: inherit; font-size: large;">full (Mainstays Brand)</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Plywood </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">My grandpa had some lying around, </span><span style="color: #cc0000; font-family: inherit; font-size: large;">but if you go to Home Depot with the </span><span style="color: #cc0000; font-family: inherit; font-size: large;">crate, they will cut it out for you for </span><span style="color: #cc0000; font-family: inherit; font-size: large;">free. The wood is cheap!</span></div>
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<tr><td class="tr-caption" style="text-align: center;">My grandpa hard at work! He is the best :)</td></tr>
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<u><b><span style="color: #cc0000; font-family: inherit; font-size: large;">Home Supplies:</span></b></u></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Staple Gun and staples</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>STEP 1:</b></span></div>
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<span style="color: #cc0000; font-size: large;">Lay the foam pad face down on the ground. Put the cut wood on top and trace each piece.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;"><b>Step 2:</b></span></div>
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<span style="color: #cc0000; font-size: large;">Take the wood and put it on top of the fabric. I eyeballed the measurements (like I said, I do it the EASY/LAZY way) but I left about 3 1/2 inches for each side, then cut the fabric.</span></div>
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<span style="color: #cc0000; font-size: large;">Lay the foam flat side down on the fabric and put the wood on top. I did 2 of the lids with the wavy side down on the fabric but DUH! the top seemed a little too uneven for my liking. Staple the fabric as you go. I did the sides like wrapping paper and stapled them. When I was done, I covered the empty square in the middle by just cutting a square of fabric and stapling it on top. It's just the bottom, but it made it look more complete!</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Put the lid on the open side of the crate and it sits right on it easily. I've seen it done on the sides or glued on top of the crate, but this way it can hold books and supplies. I'm all for multi-purpose furniture! I have 5th graders, so I know it is strong enough for students that are younger! They are pretty sturdy. </span></div>
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<span style="color: #cc0000; font-size: large;">The finished product: </span></div>
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<span style="color: #cc0000; font-size: large;">(I found this 5x8 rug in the clearance section of Walmart, for $5!)</span></div>
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<tr><td class="tr-caption" style="text-align: center;">I return them under the tables when they are not being used for cute, room saving storage!</td></tr>
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<span style="color: #cc0000; font-size: large;">I'll be sharing more of my rockstar themed room soon!</span></div>
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1tag:blogger.com,1999:blog-7407891720409127452.post-81114586007304571492012-09-25T20:31:00.003-07:002012-11-04T19:22:55.196-08:00The ULTIMATE Attention Getter: CLASS- YES!<br />
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<span style="color: #cc0000; font-family: inherit; font-size: x-large;"><strong>WEBCAST 514</strong></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Teacher: When I say "Class", you say "Yes", and </span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;"> immediately fold your hands and look at </span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;"> me. Class!</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Class: Yes! </span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Teacher: However I say "Class", you say "Yes"! Classity!</span><br />
<span style="color: #cc0000; font-family: inherit; font-size: large;">Class: Yessity!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">How many times have you found yourself frustrated, straining your voice, trying to speak over your students? How many times have you counted down from 10, having to go EEEXXTRRA slow on the last few numbers, to make sure you get ALL of your students attention? The basic question is, how many times a day do you WASTE TIME and energy gaining the focus of all twenty- something (dare I say thirty something!) of your students at once? Waste time no more, as Class-Yes is the ultimate teacher companion.</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Introducing Class-Yes is really as simple as I laid out in the beginning of this post! I started it the first day of school in the hallway. Whether it is your second week or second month of school, it isn't too late to begin incorporating WBT into your classroom. In fact, think SOONER rather than later. </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The first key to Class-Yes is making it FUN! Voice variation is important, as students are to mimick the way you say 'Class'. Sometimes I say it quickly and loudly, while other times I stretch it out very slowly and quietly. I present it in the way I'd like to set the tone for my classroom at that moment. In the beginning of the week, I used "Class-a-doodle-doo," while picking up my 5th grade students in the yard in the morning. My intent was to WAKE them up. They enthusiastically responded, "Yes-a-doodle-doo!" It was all butterflies and roses, until a parent from another grade gushed, "Oh my goodness, how CUUUTE!" By the looks on their faces I IMMEDIATELY decided to hold off on any more rooster variations for quite a while. Fifth graders DO NOT like to be called "cute", especially in front of ALL the other classes. Gee, thanks mom. </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The second key to Class-Yes Success, is the Scoreboard. You will witness the magic when you can get students attention immediately during ANY task, with all eyes on you and hands folded. The Scoreboard is the enforcer. If students aren't crisp enough, give a Frownie. If they respond immediately, award with a Smiley. Ping pong points back and forth until Class- Yes is the best it can get! I will elaborate on The Scoreboard in one of my next posts. </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The third key to success happens automatically! Whole Brain Teaching is called just that for a reason; every WBT technique activates a useful part or parts of the brain. The Neo- cortex, located behind the forehead, acts as the CEO of the brain. When we say "Class", the decision making part of the brain turns on, and instantly students won't be able to help saying "Yes!" </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">You can go beyond the basics once you are comfortable, and start using review questions to get attention! Practice makes permanent, so eventually gnarlie questions will get correct answers! Once Class-Yes is firmly in place in your classroom, you can also easily add in other WBT goodies such as "Teach-Okay" and "Mirror" (other topics I will blog about). Last week I started having student leaders use Class-Yes to get the attention of the class for rule practice. So many students wanted to lead every morning and afternoon that I had to choose a job stick each time in order to assign a leader. WBT isn't just exciting for teachers, students love it too!</span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> I always like to include a video because I am a visual learner and NEED to see something being modeled before I can model it myself! This is a 6th grade teacher introducing Class- Yes, once the school year has already started. I really like his version because it's a reminder that is it YOUR classroom, and you can be as creative as you want to be! It also serves as proof that Class- Yes Success can be achieved at ALL grade levels, even in the middle of the year. </span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">If you want to learn more about Class- Yes from Coach B. himself, watch webcast 514 on <a href="http://wholebrainteaching.com/"><strong><span style="color: white;">WholeBrainTeaching.com</span></strong></a>!</span></div>
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<span style="font-size: x-large;"><strong><span style="color: #cc0000;">Ms.Cruz</span></strong></span></div>
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com0tag:blogger.com,1999:blog-7407891720409127452.post-22758593806152420092012-09-24T17:38:00.000-07:002012-11-04T19:23:40.903-08:00The Genius Ladder<div class="MsoNormal" style="line-height: normal; margin: 0in 0in 0pt;">
<span style="background-color: #b6d7a8; color: white; font-family: inherit; font-size: large;">Between it being a Monday and my toddler bouncing off the walls today, instead of posting on the Core Four as I had planned on, I am reposting my certification essay on the Genius Ladder from the forum. </span><br />
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<span style="background-color: white; color: white; font-family: inherit; font-size: large;"><span style="background-color: #b6d7a8;">My students LOVE the Genius Ladder and especially enjoy reading their paragraphs for the class. I always try and build a silly and interesting topic sentence for the students to expand on! Since we've had a good amount of 'beginner' practice, I plan on moving towards writing essays based on the Genius Ladder in the near </span><span style="background-color: #b6d7a8; color: white;">future! The great thing is that the Genius Ladder is NOT just for upper elementary students, as you can witness here in this AMAZING kindergarten video:</span></span><br />
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<span style="color: #cc0000; font-family: inherit; font-size: large;">ME: <span style="mso-tab-count: 2;"> </span><span style="mso-spacerun: yes;"> </span>“Do you want to hear about a fun game that </span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;"> will help you write like 6<sup>th</sup> graders?”</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">STUDENTS:<span style="mso-tab-count: 1;"> </span>“Yes!”</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">ME:<span style="mso-tab-count: 2;"> </span>“BEG ME!”</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">STUDENTS:<span style="mso-tab-count: 1;"> </span>“PLEASE!<span style="mso-spacerun: yes;"> </span>PLEASE!<span style="mso-spacerun: yes;"> </span>PLEASE!”</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Watching The Genius Ladder ( webcast 504) really helped me figure out how to pull all of the WBT writing tools together. I was having trouble deciding how to use the complexors and puzzles on The Writing Game, use Cosmic Genius Ladder, and weave in Oral Writing. The simple answer is that they all go together! Coach B. had suggested alternating Cosmic Genius Ladder and Genius ladder every other day and use Red/Green Marker proofreading.<span style="mso-spacerun: yes;"> </span>Now that I know what it is, I feel that is a great way to set it up for regular use in the classroom. <span style="mso-spacerun: yes;"> </span>Use The Writing Game complexors for tackling micro skills and daily Oral Writing is perfect practice for The Genius Ladder!</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The <span style="color: #ff3399;"><strong><span style="color: white;">teacher</span></strong></span> danced.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The Genius Ladder isn’t a sentence frame, it’s an ESSAY FRAME. When first beginning you’ll start with a simple, boring, BLAH sentence such as “The fish swim”. Underline the noun and have partners take turns replacing ‘fish’ with as many nouns as they can for a minute. You can also do the same with replacing the verb in sentences.<span style="mso-spacerun: yes;"> </span>Use the power of color coding to have students focus on each specific part they are supposed to replace.<span style="mso-spacerun: yes;"> </span>Down the road, subject and predicate could also be substituted.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The <span style="color: #ff3399;"><strong><span style="color: white;">crazy</span></strong></span> teacher danced.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Spicy sentences are next on the ladder, forcing students to use adjectives to make their sentences more descriptive and well, SPICY.<span style="mso-spacerun: yes;"> </span>If you find they are having difficulty coming up with a variety of adjectives, an activity I like to do is take chart paper with a hole in it and have partners brainstorm and write adjectives that describe each other on it. The adjectives begin with describing their physical traits then moving to their personality traits. Lastly, they put their heads through the hole in the paper and stand in front of the class devising sentences using the adjectives they came up with for each other.<span style="mso-spacerun: yes;"> </span>I find this always breaks the adjective brain freeze!</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The crazy teacher danced <span style="color: #ff3399;"><strong><span style="color: white;">in class</span></strong></span>.</span></div>
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<span style="color: #cc0000;"><span style="font-family: inherit;"><span style="font-size: large;"><span style="color: red;"><span style="color: white;"><strong>Because the students were sleepy</strong></span></span>, the crazy teacher danced in class.</span></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">We now move on to the extender sentence in order to attach additional words!<span style="mso-spacerun: yes;"> </span>As Coach B. pointed out, remind students to use ‘squirrel words’.<span style="mso-spacerun: yes;"> </span>These are words you can use<span style="mso-spacerun: yes;"> </span>to describe anything the squirrel can do with a log (go under, beside, through, over, etc.)<span style="mso-spacerun: yes;"> </span>If you haven’t figured it out yet, you can teach PREPOSITIONS and prepositional phrases using extender sentences!<span style="mso-spacerun: yes;"> </span>Eventually, you can progress to teaching introductory phrases or even more difficult, <span style="mso-spacerun: yes;"> </span>parenthetical phrases that are in the middle of a sentence. (Remember the comma " ZOOP"!)</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">The crazy teacher danced in class.</span></div>
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<span style="color: #ff3399;"><span style="font-family: inherit;"><strong><span style="color: white;"><span style="font-size: large;">ADDER<o:p></o:p></span></span></strong></span></span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Now comes the WRITING! Students will have to write detail sentences, preferably known as ADDER’s, about the topic sentence they’ve been working on.<span style="mso-spacerun: yes;"> </span>As stated in the webcast, a paragraph is a unit of information on the SAME topic.<span style="mso-spacerun: yes;"> </span>When an adder begins to go south, while a student is reading it aloud, remember the BUNGIE JUMP!<span style="mso-spacerun: yes;"> </span>Walk your fingers across your arm and jump off with an “Aiii! Off topic!” (which the students love chiming in on).<span style="mso-spacerun: yes;"> </span>This will cue the student to get back on topic.</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">Have student’s use<span style="mso-spacerun: yes;"> </span>the same process to write each paragraph, including their CONCLUSION!<span style="mso-spacerun: yes;"> </span>Use the basic starter:<span style="mso-spacerun: yes;"> </span>“The author’s conclusion is___”, and build from there using evidence as ADDERS.<span style="mso-spacerun: yes;"> </span>Another great idea to use are sentences that contain a number such as, “The three reasons why we should_____.”<span style="mso-spacerun: yes;"> </span>This would serve as your INTRODUCTION for an ARGUMENTATIVE essay( think COMMON CORE).<span style="mso-spacerun: yes;"> </span>For each reason students would add detail sentences, creating each paragraph in a 5 paragraph essay! It seemed to progress so smoothly, I bet you forgot this was an ESSAY frame!</span></div>
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<span style="color: #cc0000; font-family: inherit; font-size: large;">It is clear to see that critical thinking is tightly intertwined with The Genius Ladder.<span style="mso-spacerun: yes;"> </span>Everything builds and scaffolds on each other in a way that allows for more in depth subject matter. <span style="mso-spacerun: yes;"> </span>Say bye-bye to BLAH sentences, off topic details, and ill constructed essays.<span style="mso-spacerun: yes;"> </span>Students will have to go beyond BASIC and enter the world of ‘BECAUSE’(clap)!<span style="mso-spacerun: yes;"> </span>Eventually students will graduate from red/ green marker writing and be able to do their own editing via paperclip proofreading!<span style="mso-spacerun: yes;"> </span>Students are gradually pushed to be more independent, leading them to catch their OWN mistakes and CORRECT them! I can’t wait for my 5<sup>th</sup> graders to begin writing like 6<sup>th</sup> graders!</span><br />
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<span style="color: #cc0000; font-size: large;"><span style="background-color: #b6d7a8; color: white;">If you're interested in watching The Genius Ladder for yourself, in order to get the ENTIRE picture, watch Webcast 504 on WholeBrainTeaching.com !</span> </span><br />
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CRUZin' Through WBThttp://www.blogger.com/profile/12254891316336183072noreply@blogger.com1